Some techniques for teaching production in the listening lesson in english 9

Thanh hoa education and training department
Quan hoa district education office

Experience innovation

SOME TECHNIQUES FOR TEACHING
PRODUCTION IN THE LISTENING LESSON IN
ENGLISH 9

Initiative writer: Nguyen
Thi Thuy
High School
English
Content Text

Position: Teacher
Working place: Nam Xuan
INDEX
Experience of the initiative:

Some techniques for teaching production in the lesson “ Listen English 9
Index
1
1.1.
1.2.
1.3.
1.4.

Preamble …………………………………………………………..
The reason for choosing the topic…………………………………
Purpose of the study ………………………………………………

Research subects Thanh
………………………………………………….
hoa year 2017
Reseach methods ………………………………………………….

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2.
2.1.
2.2.
2.3.
2.3.1.
2.3.2.
2..3.3.
2.3.4.
2.3.5.
2.3.6.
2.3.7.
2.3.8.
2.4.
3.

Content innovation experience ……………………………………
Theoretical basis of the experience initiative …………………….
The real situation before applying the experience …………..........

Measures to be solved to solve the problem ……………………...
Understand the concept of teaching listening and reading skills ...
Research on listening activities …………………………………..
Conduct listening techniques …………………………………….
Organize different listening activities …………………………….
Practice a variety of listening comprehension exercises: The
listening comprehension exercises come in many forms. The
common exercises are …………………………………………….
Understand some basic principles when conducting listening
activities …………………………………………………….
Conduct multidimensional methods ………………………..
Always apply question-and-answer tactics when teaching English
listening skills ……………………………………………………..
Effectiveness of experience injury ………………………………..
Conclusions ………………………………………………………

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1. Preamble
1.1. The reason for choosing the topic
In the industrialization and modernization, english is an dispensable part of
life and work as well. Needs of learning English to "use", therefore, are
becoming increasingly urgent. Nowadays teaching and learning English at
secondary school has already changed a lot about the teaching contents as well
as teaching the methods in order to suit with the aims of this subject in the
reformed program. The basic opinion of new methods is to learn English for
communication. So, our job is to provide our students with the basic skills they
will need to practise the language fluently.
I have been teaching English at Nam Xuan Secondary School for several
years, I found that students have a lot of difficulties in mastering the knowledge
which the teacher has provided in the first lesson of each unit (Listen and
Read). Because this is a presentation period, there are usually lots of vocabulary.
So, most of teachers try to introduce vocabulary and grammar in the lesson ,
then ask students to do exercises in the book. The “production” part of this
period asks teacher to invest more time and create by herself because it does not
have in the book. Therefore this section sometimes teachers do not pay attention
because I think I have communicated all the content of textbooks required. So
apply the knowledge they have learned to reconstruct the language is limitted.
And this is the problem which troubled me four. Stemming from reality and
reason in the teaching process I refer to the book of expertise as well as consult
eith my colleagues I found some stricks to apply in the Production of listen and
read and details read English courses in Grade 9 and to some extent have
obtained the relatively positive result, students have better vocabulary, after the
lesson that they can communicate with you, can relate to actually to be able to
present issues related to their own experience in English according to the theme
of each. During teaching time, I recognized this problem and changed something

with the hope of improving students’ learning. It leads me to a reason to choose
a topic for this study “Some techniques for teaching production in the
listening lesson in English 9”). I hope this innovation from my teaching
experience can add something to enhancing learning and teaching English
quality.
1.2. Purpose of the study
In order to innovate new language teaching methods, to avoid repetitive
repetition, to create excitement for students during English lessons, they can
learn while playing and at the same time inculcate the knowledge that I learn,
master my knowledge, memorize and remember faster, use language proficiency
in communication and enjoy learning English.
Helps teachers save time on language teaching, spending more time
practicing.
1.3. Research subects

1


Subjects that I chose in this research topic is the pupils in grader 9 at Nam
Xuan Junior High School
1.4. Reseach methods
Research Methods: Study the program, collect references related to
listening skills, summarize some listening experiences, find out difficulties and
problems in teaching and listening teachers. Educate students to find out how to
overcome.
Observation methods: attendance, observation of peer tutoring and study of
students in class to find out the most optimal solutions to improve the quality of
teaching and learning English in the current junior high school.
Method of communication practice:
Listening skills

how to organize classes through

Comprehensive Approach: Understand the characteristics of students to see
what they lack to achieve the ultimate goal, classify students' English
proficiency, break down their class by grade, and Allocate time and design
lectures appropriately.
2. Content innovation experience
2.1. Theoretical basis of the experience initiative
At present, with new awareness in teaching foreign languages, teaching
English for communication purposes, expanding exchanges and cooperation
with the world in all fields: domestic, foreign, cultural and commercial....
marked a major milestone: the gray matter investment in teaching and learning
foreign languages, working in the direction of modern industry.
It is not easy to use fluently in a foreign language, but it is not difficult to
study because, to a certain extent, learning a foreign language in general and
learning English in particular is not the same thing. Something is too difficult if
we have good methods and means, especially when we know how to combine
the methods together and make good use of the means.
Innovative teaching now focuses on the creativity and creativity of
students. Most of the time communication is when they think actively practice
English. In order to have a good class they must prepare their homework.
Moreover, to learn well one hour they need to hear a lot.
It is also because of the reasons mentioned above that the purpose of
teaching and learning English is also a big change, it is not just "learning to
learn" anymore, but learn to think, depth. We are not only aiming to achieve
grammatical meanings but also to achieve and develop our language skills.
Understanding the nature of communication and being able to
communicate when necessary is what we reach. LISTENING is considered to be
a receptive skill, but it is often harder to read than listening because verbal cues

that are heard are words that have very different characteristics than writing.

2


2.2. The real situation before applying the experience
Most of students in Nam Xuan commune are children in mountainous
areas, so their learning conditions are not good, their time is limited, their
English communication environment is limited. Among them mainly ethnic Thai
Muong...., even if you speak Mandarin many times when not standard so
English pronunciation is indeed a problem. In addition, they have not really
studied hard, have not memorized the words, are not actively vocal, slow
learning, flexibility, creativity is not high, the document for further reference
depends on Family economics, from which the investment in learning to listen
and reading skills is limited. In addition, English is a difficult subject, a lot of
knowledge, less time spent studying, and reading and listening are not
controllable. Speech in fastice, unfamiliar. The list contains many new words,
word stress, sentence stress, intonation is very different and students can hardly
understand the content.
Results of the survey at the beginning of the year 9A
Number of
students
31

Good

Fair

Average

Fail

No
(ss)

Percentage
(%)

No
(ss)

Percentage
(%)

No
(ss)

Percentage
(%)

No
(ss)

0

0

5

16,1

19

61,3

7

Poor

Perce- No
ntage (ss)
(%)
22,6

Perce
ntage
(%)

0

0

Teaching and learning English in the school has made great changes in the
content as well as teaching methods to meet the goals and requirements set for
this subject in the reform program.
The most basic idea of method innovation is how to promote the positive
and active of learners, create optimal conditions for learners and trainers,
develop the ability to use the language for the purpose of delivery. Next, not the
supply of pure language knowledge.
With this view, tricks and classroom activities have also been changed and

diversified. The teacher needs to grasp the main principles of the methodology and
learn the teaching and teaching techniques from the point of view of
communication so that it can be applied in a flexible, appropriate and effective way
2.3. Measures to be solved to solve the problem
2.3.1. Understand the concept of teaching listening and reading skills
Listening and reading one of the most complex linguistic activities, it
incorporates the components of the acquisition of cognitive and linguistic
knowledge. Listening and reading comprehension is one of the main purposes of
teaching foreign languages.

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When spoken, ideas are not arranged in the same order as they are written;
Common words are often repeated, there are many redundant words, from the
buffer, not grammatical. Can speak, say, turn off, hesitant.... And when reading a
quick text to get the main idea
With these different characteristics, when teaching listening and reading
outside of the general techniques that can be applied to listening and listening
skills, the teacher also Specialized instruction for reading and listening activities
is required.
Listen consists of two levels:
a. Level 1: (Identify or distinguish): The recognition of sounds, words, and
phrases in their structural relationships. Only when this capability becomes
automated can listeners reproduce, behave and respond to what is heard in the
sequence
b. Level 2: (Optional): The listener draws useful elements to understand the
speaker. At first hear the sentence, short, simple words, later understand longer
sentences
2.3.2. Research on listening activities

a. Listen in everyday life: There are two main ways to hear it
Listening is not focused: It is entertaining, like when we listen to the radio,
watch TV... and still be able to carry out another job.
Listening is focused: is the intentional listening activities, want to capture a
certain content information. For example, listening to the news on the radio,
television, listening to instructions, instructions, explanation, lecture Songs, etc.
In this case, the listener mainly focuses on the important points, necessary for
his intent. Listeners often know what they want to hear. This helps the listener
focus attention on the content to know, so often catch the problem more
effectively.
b. Listen in the language learning environment
In the learning environment, listening activities are mainly focused, and
aim at developing different listening skills.
There are the main types of listening in foreign language learning:
Listen to the main idea.
Listen to find the information you need.
Listen to assert the previous conjecture.
Listen to the implementation of communication tasks are in place.
Listen carefully (both the content and structure of the language).
* Note: Students may re-establish information based on the following:
Knowledge of language (words, grammar, semantics, style...)

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familiarity with the topic being mentioned.
Observation, interpretation, context of communication, including what
happened before.
Knowledge, knowledge that the children get together with the speaker.
Understanding, acknowledging attitudes, personal interests of the speaker.

Understanding of context, culture in communication.
Understanding of non-verbal cues such as speech speed, pause, gesture,
gesture, facial expression.
2.3.3. Conduct listening techniques
Confidence building
Sentence stress reception
Topic resolution
Listening for gist
Recognition details
Listening for wanted information
Dictation
Sequencing chart
Dictogloss
Listening and note-taking
2.3.4. Organize different listening activities
a. Help students hear effectively
In fact, listening is still a difficult skill for high school students today.
To overcome difficulties while listening, teachers can use the following measures:
Introduce topic, content related to listening; Explain the concepts if needed.
Ask questions to help students predict what they will listen to.
Introduce new words if available or revise, reinforcing vocabulary needed
for listening.
Raise the question to guide when listening.
Divide the listening process step by step, for example:
First listen: listen to the main idea, answer the questions.
Second listening: listening more detail...;
If the song is long, divide the song into short sections for the students to
hear, there are specific listening requirements.
b. Predicting Predictability

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One of the essential skills to hear is the ability to guess what is going to be
heard. Therefore, when students practice listening, the teacher should have
students guess what is going to be heard in a given context. This can be done
with storyboard or conversation. For example, when listening to a conversation,
the teacher may stop after a character's speech in the conversation and ask the
student how the character will respond. How will it behave? Do you agree or
not? Etc...When students listen to a story, the teacher can also use the same
technique, pause in appropriate sections and ask questions such as: What
happens next? Why does X do that? Why is the story so evolving? Is the
outcome the same? Etc... before continuing to hear the story.For example: In a
posthumous posture, the teacher may stop at some point for students to guess:
Tapescript: At 6.30 in the morning, the bus collected Ba and his family
from their home. (Where did they go?). After picking everyone up, the bus
continued north on Highway Number 1. It crossed the Dragon Bridge and
stopped at the gas station (What happened? Why did it stop there ?) to get some
more fuel. Then, it left the highway and turned left onto a smaller road
westward. (Please imagine the direction here (Which is the East? West? North?
South?). This road ran between greenpaddy fields, (What can you see though the
bus window?) so the people on the bus could see a lot of cows and buffaloes.
The road ended before a big store beside a pond. Instead of turning left towards
a small airport, the bus went in the opposite direction. (Did it stay there for a
long or a short time?). It did not stay on that road for very long, but turned left
onto a road which went though a small bamboo forest. Finally, the bus dropped
everyone off at the parking lot ten meters from a big old banyan tree. It parked
there (What for?) and waited for people to come back (When did they come
back?) in the evening [1].
c. Write to confirm they guess about the content of use

This is a pre-reading / listening comprehension test, where teachers will
discover the idea of what students already know about what the text reads /
hears, is not clear, what is not. Know. Then listen and contact known knowledge
with the content to hear.
For example: When conducting a listening about MEDIA - basic
communication (Teacher - Unit 5: Media - page 43), the teacher will ask,
suggesting biologists know about the media such as name, birth, origin, results.
coin. Then ask or ask the students to listen, find the answer.
d. Listen to the information you need
As mentioned, when conducting listening activities, teachers are required to
compose listening requirements and tasks, focusing on the main content,
important for the hearing to have a specific purpose.
Forms of tasks and requirements are varied, either in the form of a question
answer or in the form of a table.For example: Listen to the report on how our
oceans are polluted. Then complete the notes

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How the ocean is polluted [1]
Firstly

raw sewage is pumped directly into the sea

Secondly

… dropped into the sea

Thirdly

oil spills …

Next

…

Finally

…

e. Listen to the main idea: (Listen for gist / for main ideas)
In many cases students need to be trained to understand the main ideas
Generalization of the post without regard to detail.
For example: Listen to the conversation and find information about Tim
Jones and Carlo:
The food they ate?
The bus they went?
The sign they saw?
g. Listen to carry out the following communication activities:
There are listening activities, often in the form of tables, for a subsequent
communication.
For example: An expert is giving a talk on how to live with earthquakes.
Listen to the talk, then complete the table
Living with earthquakes [1]
Heavy fixtures, furniture, and appliances:
- Place heavy books on the.... (1) …
- Block the rollers on your .… (2) … and … (3) …
Flying glass:
- Check the … (4) …
- Don’t put your bed near … (5)

Earthquakes drill:
- Stay … (6) …
- Sit … (7) … or … (8) …
- Stand in the … (9) …

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After completing the above statement, the student can continue the practice
with the next communication, talking back and / or talking about how to survive
an earthquake.
2.3.5. Practice a variety of listening comprehension exercises: The listening
comprehension exercises come in many forms. The common exercises are
Defining true – false questions
Checking the correct answer / information
Matching
Filling in the chart
Filling in the gap
Answering comprehensive questions
2.3.6. Understand some basic principles when conducting listening activities
In order for the listening activity to achieve the desired purpose, the teacher
should follow some basic principles when conducting a listening session:
a. Lead - in (Lead - in). As mentioned above, when the audience is focused,
listeners often have the intention, the focus on the listening section, will know
what to pay attention to when listening.Therefore, when listening to the teacher,
the teacher also needs to create "intentions" for the students to prepare for the
upcoming listening through pre-listening activities such as:
Introduce context, situation;
Suggested questions, guessing about the content to be listened to;
Questions to create curiosity, to create an interest in the content to be heard;

Guiding questions, requirements for the necessary content to listen to
understand, etc.
b. Listening tasks, tasks: Listening activities must necessarily be directed
through the requirements and tasks prepared by the teacher for the student to do.
These requirements can be one or more of the types of listening exercises listed
in section 4.
c. Carry out listening in three stages: before listening, while listening and
after listening
* Before listening (Pre - listening)
Arouse interest;
Set up the context;
Create reasons for listening;
Teach new structures, words needed for listening (Pre-teach structures,
newwords)- Brief introduction to the topic (Introduce briefly the topic, content);

8


Hint, focus attention on the main points of the listening (Eliciting, guiding
questions);
Predict the text;
Giving expectatio;
The center of gravity prepares students for listening assignments by
directing the topic of the topic, asking them to look at the picture, read the
words, and guess what they are about to hear. Who is going to say? Talk to?
Where does the conversation take place?Teachers may ask students to work as a
team to make a rough guess about what content is about to hear through the
pictures or situations of the listening. There may be things that students say is
not exactly what they are about to hear, but the problem is that they are excited
before they hear, understand the situation and the subject is about to hear.

Teachers can also help students anticipate difficulties with pronunciation, new
vocabulary or structure, background knowledge or knowledge of the culture or
country of study.In the end, the teacher should tell the students how many times
they hear (two to three times) and instruct the requirements, the task of listening
(answering questions, choosing pictures or pairing pictures) Listen and do
homework (3 or 5 minutes).
* While listening (While - listening)
Practice activities during listening are exercises that are performed while
the students are listening, can be heard over and over again to perform the
exercises;

9


The forms of exercise at this stage are to learn, exploit the content of listening.
Depending on the purpose and specific content of each article, there will be
different types of questions and requests, which can be both content and language.
Common exercises and tricks at this stage usually have the following form;
Find the word / sentence that says ...; Check / tick the correct answer; True
- false;Complete the table; Fill in the chart; Make up charts / diagrams; Make a
list of ...;Matching; Answer the questions;
The teacher plays the tape or reads it two or three times. For the first time,
students get to know the listening comprehension of the listening text, the
second time they hear the correct information to complete the task, the third time
they hear and check the work done;
The main goal of listening comprehension is to listen to the main content or
get detailed information and understand the author's attitudes. Therefore, the
teacher needs students to listen to the whole song so that they can understand the
general idea as well as composition and homework, then can listen to each
section to check the results, or listen to difficult areas. To confirm the answer.

* Post - listening
After students hear and do comprehension exercises, the teacher may
continue to conduct assignments that require a thorough understanding of the
entire assignment; actual contact; Transforming the knowledge, perception or
information, data received through listening, practicing, consolidating key
grammatical structures.
When conducting listening activities, the use of illustrated pictures attached
will have a very good support in clarifying the context, suggesting the content is
about to hear. Images also serve as a means of checking a student's level of
listening comprehension (eg listening and defining related pictures, listening and
arranging pictures in sequence, etc.).
In listening to 9th grade students, I usually introduce topics, situations,
contents before listening, then use illustrated pictures (pictures are distributed,
teachers draw, students draw, or photo, Or draw simple pictures on the board in
listening comprehension exercises such as: choosing the correct picture,
matching the content of the listener, listening and filling in the appropriate name,
comment, Tables, maps, charts. In addition, the use of real objects, created or
available around the world is also exciting to make the lesson more interesting
and closer to real life.
d. Use visual aids
In teaching in general and in teaching foreign languages in particular,
visual aids often play a very active supporting role. With the foreign language,
visualization is used in all activities of the teaching process from introductory
stage to the stage of practice, they diversify and enrich many different teaching
tips and teaching activities …

10


When conducting listening activities, the use of illustrated pictures attached

will have a very good support in clarifying the context, suggesting the content is
about to hear. Images also serve as a means of checking a student's level of
listening comprehension (eg listening and defining related pictures, listening and
arranging pictures in sequence, etc.).
In listening to 9th grade students, I usually introduce topics, situations,
contents before listening, then use illustrated pictures (pictures are distributed,
teachers draw, students draw, or photo, Or draw simple pictures on the board in
listening comprehension exercises such as: choosing the correct picture,
matching the content of the listener, listening and filling in the appropriate name,
comment, Tables, maps, charts. In addition, the use of real objects, created or
available around the world is also exciting to make the lesson more interesting
and closer to real life.
In addition, I also incorporate listening practice games to help students
become more interested in the subject, who can understand the meaning of short
sentences, capture the main idea in the series, Know specific speech patterns and
sets of speech sequences, develop memory (hear and memorize), and develop a
responsive listening experience.
Specifically, some games are as follows: Siimon says; Which of the
pictures is it; Introductions; Right – Left; Guessing; I know his trade; Solve
logical problems; Information [2].
Examples of how to conduct some common games:
First game: Communication;
The class has six rows of tables, the teacher makes six slips on each score
sheet. Then pass the ball to a top student. This student is supposed to whisper
and speak to the person next to his or her reading. So, this person in succession
speaks in the ear to the end of the row. The person at the end of the line is asked
to say the word or phrase that he or she hears, and whether the student will be
identified correctly;
The second game: Find you communicate;
The teacher prepares a number of questions and answers on paper, grabs

answers with questions by giving them numbers: for example, question 1
corresponds to the answer. Students find the answer themselves by finding their
friend corresponding to the match, which pair will recognize each other will win;
Third Game: Helps you learn well
Each student in the class collects or creates a sentence that may be
misleading. Each member of the class will listen to his or her own words and
then try to determine the correct or incorrect sentence. Teachers should flock the
students to the task so that every member of the class must listen to the reader.
Fourth Game: Guess from:
I have two things in two bags. I held up the first bag:
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Students guess: That is your stick.
Teacher: No. This is my UMBRELLA
The teacher raised the second bag
Students guess: That is your box.
Teacher: No. This is my MOBILEPHONE.
In this game the assertion "What is that?" Is the most important. Stress falls
from the object.
In addition, it is possible to incorporate some English songs for more lively
lessons, for example, when teaching AULD LANG SYNE [1]. Sing along, will
create high efficiency to surprise.
e. Quality assurance of hearing samples:
If listening activities are carried out through cassettes, radio, television,
etc., these means must always be in good condition, ensure the quality of the
audio, and facilitate listening. Is standard form, not distorted due to pure
technique. Good machine preparation, clear tape, and spare batteries should be
prepared for power failure.
If the teacher reads for students to read, read at medium speed, not slow

Too even for new students to learn in the early stages to avoid affecting the
semantic content of the article.
2.3.7. Conduct multidimensional methods
Many teachers think that listening comprehension is the hardest and most
students think that listening is the hardest. So how do students teach how to listen
well? How can students make rapid progress while studying in junior high school?
Encourage the student to try out the listening practice in the following ways:
a. Watching many TV shows or movies in English / with English subtitles
are the best ways to practice listening. Listen or watch multiple times, before
reading subtitles.
Then re-read the subtitle, mainly examining the words that have been heard
or guessed, or words that students can re-pronounce but do not understand how
to write and how. Through this, sometimes they discover that a very familiar
word that from the old days to think to say in a certain way, really need to say
differently and pronounce it like new to listen. Correct and tell others
understand. After that, do not look at the subtitles again and listen to it again and
again. For example: two tombs, bury, students will say is 'shrimp-b (ơ), bơri' later heard the word 'tum, beri' does not understand anything - even though he
heard Clearly, tum, beri, until he sees the script he will understand
Attached images make it possible for students to understand a lot of the
content of a newsletter, without having to translate each sentence of what the
announcer says. Students will be more comfortable, after listening to 15 minutes

12


of news, self-recapitulation will find that they have captured the essence of the
content of the newsletter.
b. Listening to audiobooks with cassette tapes or listening to the news
through English-language radio and TV shows such as VTV News, Vietnam
Talk, BBC, CNN ...

Listen to the tape and write what you have heard, then compare it with the
dialogue at the end of the book or the answer provided by the teacher, which is
arguably the most effective although it will take quite a long time for the
student. Time for the practice of this method. Ta can compare and see the error
that we have.
Or pick up a newsletter, and listen to it and write it down as much or as
little as possible ... do not look up dictionaries or learn hastily. To make sense of
the content of the sentence, and to recall the sound of the word or phrase, it will
be self-evident later on.
Or take scripts of the songs you have heard, read and remember in
imagination read words that I have heard many times. Then script and listen to
hear to understand. This time I will naturally hear each other and understand. In
case you do not understand a word or phrase, try to repeat as many times as you
have heard, then turn over the script to compare.
Example: A student listening to VOA after every program he listens to
A phrase similar to: statue, statute or statu something, without knowing
how to write, the spelling of the word for him does not matter, though still
understandable type: wait wait to hear it. Then gradually you will know that the
familiar term is "stay tune".
c. Learn or listen to English songs, and sing along while listening
Pick some songs that you like, find its lyrics and then listen to lyrics. Then
memorize and sing along with the singer, and try to pronounce and keep pace
and pace. When you like, you can sing for yourself (if you do not have a good
voice and sing the wrong one is okay, mainly pronunciation, speed, pitch and
English tone). The voice (singing) is also a way to help me later to be more
sensitive to hear, because often the language in the song is harder to hear than
the normal speech very much. It may be difficult to hear phrases that are
interwoven, interrogate, miss some important words or misunderstand a word
that leads to false content.
For example: "I go to the copy shop" is wrong to hear "I go to the coffee

shop" because the sound of the word "copy" is very similar to "coffee".
d. Guide and provide students with some English listening addresses
Watch the channels of music, news, movies, entertainment ... of the world's
leading media companies: CNN, BBC, NBC, ESPN .... Learning English
through Movie channel Trailers, cartoon, chatshows, entertainment tv ...
VOA's English language learning program: Voanews.com;
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Specialenglish;
Listen to the US under the theme: Cnn.com/audio/radio;
Listen to Online Radio CNN: Bbc.co.uk;
Listen to BBC Online Radio: />Practice listening to VOA newsletters: Englishclub.com;
Pronunciation materials, American English listening: Rocketboom.com
Talking, exchanging in English, listening to others, practicing English
speaking skills: Chinswing.com;
Petalia.org/stories: online reading sites and listening to famous speeches,
fairy stories ... on Petalia;
View and listen to news, clips on Google: />Listen to English on the Internet - Listen to American English:
(5)
Practice listening through fairy tales, poetry, fiction, proverbs and famous
recorders: Repeatafterus.com;
Focusenglish.com: This page is about daily conversations;
Abcnews.go.com: Watch and listen to two popular ABC news channels,
Good morning America and World News Tonight;
Links to the Listening Test and Exam Preparation with a very detailed
description: Esl.about.com/cs/listening;
Great Speeches: Listen to the famous 20th century speeches, listen to
dozens of world's leading politicians speak as Tony Blair, Bill Clinton, G. Bush,
Nelson Mandela ... Nbc.com/Video: Watch and listen to NBC funny clips.

Encourage students to: If you think that you do not understand now, and I
think that trying to hear a lot is also useless, let me learn more, when there are
more vocabulary to understand and then will listen to later That is completely
wrong. It is because I do not understand so new to hear more than people have
understood. To swim, jump into the water, can not take the reason that "because
I can not float" should stay on the shore to the theory and then jump down, and
will swim! I do not know how to swim but drink water and breathe, but through
drinking water and suffocating like that, hope to swim. To swim, jump into the
water, and dance without swimming. Because I do not know how to swim so I
need to jump into the water. Want to know and understand English, you must
listen to English, hear when not understand anything! And because of lack of
understanding should be heard much.
We need to hear some time (fast or slow depending on each person). And
so listening practice is very important: Listen whenever, wherever. We can
remember hundreds of sentences in our heads, but if we do not hear it all, it's
pointless, like a tourist holding a book learning English, asking for directions

14


and being unable to reach because of incomprehensible people. What the
directions say. When our English listening skills improve, naturally, we will also
feel confident and progress in speaking.
2.3.8. Always apply question-and-answer tactics when teaching English
listening skills
In the teaching process, questions are always used as a common and almost
indispensable tool in every lesson.
For an hour of listening instruction, I used many different types of
questions: Yes-No questions; Alternative questions; Wh-questions; Multiple
choice; True-False ...

Question types are answered by directing the sentences heard in the lesson,
Or by the implications contained in the article is often easier but with
statements that require the
Inference is difficult to make, so the choice of which types of questions for
students to hear, guess and answer are required to be flexible.
Different teaching methods have different teaching views
But can be summarized into two big points:
Teacher Focused View
Student centered view (Student centered)
In recent years, teaching and learning English in secondary school has
changed in the direction of innovating teaching methods, but sometimes the
teachers are still confused, not flexible use innovative methods, Sometimes,
knowledge transfer is one-way, not really promote the positive of students.
Teachers need to study how to teach good listening for students to use in
practice. And students also have the same difficult task is the persistence of
learning, At the same time, we have to find ways to overcome difficulties and
find the right method for us to achieve the optimal effect.
I would like to present a lecture in which I apply some of the methods
described above with the lessons learned plus my own experience, Co-workers
and students
2.4. Effectiveness of experience injury
After nearly one year of schooling, the teaching methods are introduced
I have followed and conducted a survey on the quality of students learning
English listening skills in grade 9A Nam Xuan junior high school and have
obtained the same results.
Respectable. Specific figures are as follows:
Number of
students

Good

Fair

Average

Fail

Poor

15


31

No
(ss)
1

Percentage
(%)
3.2

No
(ss)
9

Percentage
(%)
29,1

No
(ss)
21

Percentage
(%)
67,7

No
(ss)
0

Percentage
(%)
0

No
(ss)
0

Percentage
(%)
0

Thus, compared to the results of the survey at the beginning of the year, the
proportion of students scoring on average increased significantly and decreased
no weak students, and most importantly, when using the listening step this class
To learn to be more lively, students have clearly formed the listening skills, no
longer afraid to learn to hear anymore, so they are more interested and active
learning, promote dynamism, self Ownership, thinking, creativity ... result in

better learning outcomes, creating a friendly and effective learning environment.
3. Conclusion
Learning is a long, hard work for students. Therefore, teachers in addition
to the task of imparting knowledge also have to find ways to make the lesson
effective, attracting their concentration. It is important to teach them how to
learn, especially to encourage them to use English in their lives, with basic
English proficiency in secondary school also contributing to the students. Study
high school level or find a good job later. However, there are still many aspects
to be discussed in order to find more feasible solutions based on reasoning as
well as hands-on experience to make teaching work better and more effective.
The above is the whole thing I have learned, observed, studied about the
problem "Teaching English listening skills to junior high school students"
Learning is difficult but teaching is harder than doubling. Therefore, in my
opinion, to become a good foreign language teacher, I have to have proper
knowledge, always researching, creating and constantly improving my
professional skills, studying everywhere, Form and encourage students to study,
listen to peer feedback, and understand students to draw experience and find the
right approach for each unit. Moreover, we must be dedicated to the profession,
enthusiasm in teaching can be achieved as expected.
The content that I presented above is just gathering, summarizing my own
experience, because of the limited possibilities, limited scope of research, short
time, little documentation should be sure what I write It is inevitable that there
are shortcomings of Song for the purpose of improving the quality of education.
I hope this small topic can contribute to improve listening skills for students. We
hope to receive many valuable comments from the top level with colleagues so
that I can learn from them, complete this topic and do better next time.
Principal's identification

Thanh Hoa, April 5th, 2017
Commitment This is my product I

own and do not copy anyone’s.
Initiative writer

16


Nguyen Thi Thuy

17


REFERENCES
Ordiner
number
1
2
3
4
5

file name
English textbook 9 - educational publisher

Games in English Classes" by M. F STRONIN translated by
Nguyen Van Tam
Listen to English on the Internet - Listen to American English:
/>View and listen to news, clips on Google:
/>Listen to English on the Internet - Listen to American English:
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