Some useful ways of improving listening skill in listening lesson in class 7,9 at ban cong secondary school

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA

OFFICE OF EDUCATION AND TRAINING BA THUOC

EXPERIENCE INITIATIVE

SOME USEFUL WAYS OF IMPROVING LISTENING
SKILL IN LISTENING LESSON IN CLASS 7,9
AT BAN CONG SECONDARY SCHOOL

Completed name: Nguyễn Thị Là
Occupation: English teacher
School: Ban Cong Secondary School
Experience initiative in subject: English

THANH HOA YEAR 2018


CATELORY
Order

Contents

Pages

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1. INTRODUCTION
1. 1. Reasons for choosing theme
1. 2. Research purposes.
1. 3. Research subjects
1. 4. Research methods
2. CONTENT OF EXPERIENCED SUBJECT
2. 1. Theoretical basis of the experimenced subject
2. 2. Status of the problem before applying experienced subject
2. 3. The solutions to solve
2. 4. Effectiveness of experience for educational activity, to

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ourselves, colleagues and schools
2. 5. Lessons learned
3. CONCLUSION AND PROPOSALS
3. 1. Conclusion
3. 2. Proposals

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1. INTRODUCTION

The goal of the English language is to establish and develop in students
the basic knowledge and skills in English and intellectual qualities needed to
further study or go on working life. So the new secondary school English
textbooks from grades 6 to 9 were prepared according to the same point of the
construction program, which is the point of all points (Thematic Approach) and
enhance the learning methods of actively students.
All four skills of listening, speaking, reading and writing are concerned
and are coordinated exercises and classroom activities.
One of the four skills of English learners in general, general secondary students
in particular, often encounter certain difficulties in the learning process that is
listening.
In fact to have been listening skills in English, the language learning
process must be practiced regularly heard, long with the form and content of
different listening. The teaching and learning of English listening, though not

new, but difficult for all teachers and secondary school students. Under the
program, the old textbook lessons have not heard. The teaching of English
listening only be included in the program, textbooks from the academic year
2002- 2003.
With the study of the subject, I would like to be helped teachers gradually
overcome the difficulties in teaching listening to conduct effective English
language better, active students, active in the acquisition, perceived knowledge
of the lesson. That is why I chose this topic.
1. 1. Reasons for choosing theme
To do good research, the implementation of this subject must perform the
following tasks.
1. Look at the documentation in English, the techniques taught to listen.
2. Remove the faculty, teaching experiment
3. The time colleagues, exchange, learn from experience.

3


4. Checking and evaluating results to hold all of the students so that
adjustments, additional reasonable.
1. 2. Research purposes.
With the successful research topics and initiatives of experience will help
teachers get the following experience:
1. How to organize a lesson listen effectively
2. Steps to hear a more effective teaching
3. Guide students to practice, practice to have the skills and listening skills
in English.
1. 3. Research subjects
The theme revolves around the subject of teaching research and learning
English listening teachers and secondary school students in grades 6, 7, 8, 9 Ban

Cong secondary School. But the case study subjects that have boldly applied this
subject are two of 7th and 9th grades.
1. 4. Research methods
1. Method of observation: The implementation of threads to look for new
research projects conducted hours of classroom visits colleagues.
2. The method of exchange and discussion: After the hour of peers,
colleagues take the time to implement the project, colleagues and implement the
project to conduct exchanges and discussions to draw from that experience
experience for lessons.
3. Experimental Method: Teachers conduct teaching experience required
for each specific purpose some lessons listening.
4. Methods of investigation: Teachers ask questions to check
understanding evaluate the content of the lesson students.
2. CONTENT OF EXPERIENCED SUBJECT
2. 1. Theoretical basis of the experimenced subject
2. 1. 1. The purpose of teaching:
The purpose of foreign language teaching is not to provide students with
the knowledge of the language, but the ultimate goal of foreign language
4


teaching in general, in particular English is taught students the ability to
communicate in English . Communication ability of students expressed through
skills: Listening, Speaking, Reading and Writing. English listening skills of
students is formed through a process of learning environment to train in English.
In addition to learning in the classroom, students have to learn ear training
through forms and different methods.
Listening is the ability to use knowledge in language comprehension
purposes in English.
2. 1. 2. The basic elements directly affect the effectiveness of the lesson

listen.
a. The teacher:
- With the new teaching methods, the teacher plays a positive role in
directing, controlling activities of students during school hours.
- To conduct a lesson listen effectively, the teacher should make good the
following basic elements:
+ Choose and flexible use of vocational-technical content appropriate to
each lesson.
+ Organizations and control classes, distribution reasonable time.
+ Fluency means, the teaching materials to teach listening service.
+ Create the appropriate teaching materials for lessons in service.
+ Communications sense, charismatic, attractive students.
b. Method - Technical Vocational (Listening Techniques)
Methods of teaching listening (Listening techniques) is defined by the content
taught to listen, in other words, the content of teaching listening to govern the
selection, use combination of methods, techniques taught to listen. Each
instructional strategies appropriate to a particular form of lessons (teaching
grammar, teaching speaking, teaching writing ....)
c. The vehicle equipment and teaching aids for teaching listening service:
- The use of pictorial devices to support the teaching of foreign languages
in general and English in particular is regarded as a means of expressing the
5


content of textbooks. In all units of the new textbook lesson program content of
the transcripts of cassettes longer textbooks only in the listening exercises. Want
to make good the exercises, the students listen to hear the lesson content in the
ice. Moreover, teaching equipment is also active in media innovation of teaching
methods, motivate and inspire learning.
* The equipment required for the course:

- Transceivers cassettes.
- Voice recorder readings and listen to Textbooks.
- Pictures illustrating the lesson content in textbooks
- The pictures utensils teachers create ....
d. Students:
In the relationship between teaching and learning: teachers are organized,
self-control students with the knowledge to dominate the actions, the actions of
their own intellectual role under the control of religious organizations members.
To hear good lesson, the students should have the necessary skills in listening
comprehension in English.
2. 2. Status of the problem before applying experienced subject
2. 2. 1. Advantages
Although there are objective conditions and subjective influence directly
in the teaching process, but we have to know ahead overcome the difficulties
ahead, gradually improve the quality of English teaching hours listening to meet
the purpose of the program, new textbooks
a. About the teacher:
- Initially approach uses relatively good teaching techniques characteristic
- teaching techniques hear.
- Already familiar with how the initiative and held a listening lesson
- Coordinate quite flexible teaching techniques
- Creative many teaching materials appropriate to the content of the
lesson, so many lessons to listen to life, charismatic and highly effective.

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- Using the operating equipment of modern teaching better serve the
teaching hear: video tape-recorders, video recorders, lights ..
b. About the students:

- Students are familiar with the subject heard.
- Many students have heard and recognize the voice, the voice of native
speakers.
- Most students hear all sounds simple content, just to make the request,
the teacher assignments after hearing 3rd
- Some students have formed skills, academic skills.
2. 2. 2. Existence:
a. The teacher:
There are still some teachers who encounter difficulty in performing the
operations and techniques of teaching and listioning in choosing the appropriate
technique for each period of the lesson. Still hesitate to use or use inemsive
teaching aids for listening lessons (radio cassett, illustrations ...)
b. Students:
- Engines for listening comprehension in English is limited.
- Many children have fewer opportunities to listen, little access to the
mass media through which can be heard in English.
- Some children are afraid to listen and speak in English, and fear of
making mistakes.
- Mon listening is new to them, especially students in grades 6, 7.
- Students who are new to reading speed, said the British band.
c. Means of teaching aids:
- Supplies of teaching service of teaching is too little, some missing:
paintings, photos, videos, radio casstte.
- Not good quality recordings, voice remains unclear, much noise.
d. Specific investigations:
In the process of teaching myself to take on blocks 7 and 9. The mass
consciousness research has characterized the situation of academic disciplines
7

student has done, learn from experience. Right from the beginning of the school
year I've orient yourself a plan and specific methods 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. Results of the survey as follows:
Class

Total
of
Students

Excellently
done
Amoun
t

Well done

%

Amount

%

Normally done
Amoun
t

Poorly done

Badly done

%

Amoun
t

%

Amoun
t

%

7

44

01

2,27%

10

22,72

28

63,63

05

11,38

0

0%

9

39

0

0%

10

%
25,64

26

%
66,67

3

%
7,69

0

0%

%

%

%

2. 3. The solutions to solve
2. 3. 1. Planning for a lesson hear:
a. For teachers
To hear a good lesson, the teacher should perform the following steps:
- Look at the record content from a textbook lesson, teacher book:
Textbooks, teacher books is an important basis to teachers planning to
teach their lessons.
The study textbooks, teacher books will help teachers organize, control
hear right lessons with focal points; distribution of time steps, the scientific
activities.
- Research purposes requires the lesson:
The purpose and requirements of the target lesson is that both teachers
and students must achieve the following lessons learned. For listening lessons,
common purpose and requirements of the lesson is to help students to practice
and develop skills: Listening (listening), Speaking (say), Reading (reading),
Writing (writing) (in it is primarily listening skills), after the end of the listening
students understand the content of the listening and made some request or
exercise any language.

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- Selection and coordination techniques taught heard (Listening
Techniques) a flexible and consistent:
The selection techniques should be taught to listen determined on the
basis of the lesson content, features and capabilities of the classroom and the
stages in the process of teaching listening consists of three stages: Stage before
listening ( Pre-Listening), stage while listening (While-listening), the period of
training, "Post- listening" In each stage there are specific techniques taught to
listen to suit each stage there.
Good use of the media, teaching materials for lessons serve hear:
* Use a cassette:
+ Before performing machine learning to prepare good, clear tape and
battery backup when power
+ Must ensure safe operation.
+ Absolutely not arbitrarily students to use without instructions
+ Consider the need, bring effective, specific time for each stage ...
* Use the illustration:
+ Soup photo in textbooks:
One of the strengths of the textbooks compiled under the new program is
controversial figure. The advantage to the fullest extent of competition in the
form of textbooks to help students understand the lesson is the need to focus in
all lessons.
+ Painting illustrations: (homemade or purchased) to introduce and
practice new post is required. Do not ask illustrations to ensure aesthetic, but
must be real close contact with the lesson content. If there are no conditions, the
purchase can zoom illustrations in textbooks
- It should be a lesson to rational science.
Teachers should plan his activities specified, the operation of the game, time for

the operation, the requirements of each exercise, the possible answers of
students
- Exchange, discuss plans for teaching.
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The effect of listening lessons will be improved if the plan is to teach
discussed with colleagues before teaching job not only bring positive results for
lessons listening skills but also results so.
b. For students
The teacher asks students to prepare for the next lesson by:
- Out system provoking questions about all they are going to be learning
so that students have time to think, learn the material ....
- Ask students to perform some exercises related content to hear that
lesson to teach more skills also have the same result.
- To encourage and motivate students self-confidence, initiative, creativity
outlined the issues, questions related to the content of Unit
2. 3. 2. Make good progress teach listening.
For a detailed grammar or vocabulary, often in the course of the lesson is
that there are 3 stages: Presentation - Practie - Production. The process of
listening to a lesson has to go through three stages: Pre - Listening, While Listening, and Post - Listening. The process of teaching to help students
understand not only understanding but also help them to use their listening skills
in communication practice. But the problem is prerequisite teachers need to
clearly define the purpose of each article requested can listen to from that
particular orientation for the students perform the tasks in the next stage.
a. Pre - Listening: (about 10 - minutes)
(True/ Frediction, Open Prediction, Ordering, Pre- Questions)
Stage is to help students with orientation, thoughts on the subject or situation
before students listen.
- Teachers should create a center that makes listening to prepare students

by leading questions on the topic suggests listening, ask students to observe
painting, reading from and guess what they are prepared to hear what topics, one
going to tell anyone ...

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- Teachers can ask students to work in groups preliminary guess about
what they are going through painting or listening situations. May be they say not
exactly what they're hearing but the question they are interested before hear it.
- Teachers help students anticipate the difficulties may be encountered in
pronunciation or the new structure, the knowledge base ...
- Finally made it clear to their teachers know their students will be heard
many times and instructions required tasks while listening to (choose right,
wrong, answering questions ...)
b. While - Listening: (about 20 - minutes)
(Selecting, deliberate Mistakes, Grids, Listen and Draw, Comprehension
Questions)
This is the stage in which students have the opportunity to practice. At this
stage the teachers give homework forms, ask students to perform. Students can
make a mistake at this stage so teachers should pay attention to the students and
debugging options give the right answer.
Teachers read or hear pop band 2 to 3 times (if the content can hardly hear
them 4 times). First time Help students become familiar with all the content
comprehension how quoat listening (pendown). The second time listening
accurate information to complete assignments. The third time to listen and check
the homework was done. The main objective of listening is listening to students
taking the content or get detailed information at the same time understand the
attitude of the author. Therefore teachers for all students to listen to them all as
well as comprehend the general layout of the article and do homework, then can

listen to each segment to understand or hear the results difficult to confirm the
meeting place project. Should be limited to students listen to each sentence, or
word for word, as this will make the learning habit must understand the meaning
of each word of each sentence to hear.
c. Post - Listening (at Least 15 minutes)
(Roleplay, Recall the story, Write- it- up, Further practice ...)

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- This is the period after listening practice. At this stage students use the
knowledge, language skills were practiced in phase "While - Listening" to the
actual social situations, makes sense. After hearing students need to do some
homework as reported before class or in groups on the results of the exercise,
the other students listen to comments or cure all for you. Teachers need to
incorporate other skills to develop extended listening as recall, write-it-up,
discussion .....
* Use innovative teaching methods to listen to a specific lesson
Planing:
Teaching:
UNIT 3: ATRIP TO THE COUNTRYSIDE
Period 17. LESSON 3: LISTEN (P 25)
Aims:
- Practice Listening for specific information about Ba and his family's trip
To ask for their home village in the countryside.
Ojectives:
- By the end of the lesson Students Will Be Able to write a short
paragraph
about the trip.
Teaching skills:

- Listening, writing.
Teaching aids:
- Text books, pictures, word cards, maps, posters, cassette, tape.
Stages:
Teacher
A- WARM- UP

Students
Airport

Board taking notes
Cây đa

* Matching

Store

Sân bay

(Use a poster)

Pond store

Trạm xăng dầu

- Divide the class in to Bamboo forest

Bãi đỗ xe
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two groups? Match the Dragon bridge

Đường quốc lộ 1

English words with their Parking lot

Cửa hàng

meaning in Vietnamese

Higway No1

Luỹ tre

- Evaluate

Gas station

Hồ

B- NEW LESSON:

Banyantree

Cầu rồng

I- Pre-listening:

- One by one of two

1- Pre-teach:

groups

a- Elicit vocab
- situation
- translation

-Guess the words

I-Vocabulary:

- picture

- (to) pick S.O up

- translation

- (to) continue

- example ( gas, oil...)

- (to) cross

*-Checkstress & pronun-

- westwards (adv)

ciation

- fuel (n)

? Copy

-Listen and repeat

b- Check vocab: R.O.R
2-Picture ordering predic

-Copy down

tion

-Rewrite the words

*-set the scene:
Ba and his family took a
bus from their house in
the city to their home
Village in the country-side.
?Guess the order of the
pictures about their route

II- Picture ordering

- Divide the class in to

( pictures )

two groups ( prepare
pictures for two groups

- Five students of two
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II- While listening:

groups use the pictures to

*- Matching

make the order

-Hang the map 4- P25 on prediction
the board

III- Matching
( map 4- P25 )

- Prepare nine wordcards

A- Banyantree

about the names of the places

B- Airport

? Listen,match the words

C- Highway No1

-cards with the correct

D- Dragon bridge

places on the map

E- Gas station

- Turn on the cassette

F- Store

-First time

G- Pond

? check your prediction

H- Bamboo forest

- Second time

I- Parking lot

? Listen and match

- Listen check their pre

- Feed back

-diction ( pendown)

Third time
? Listen and correct your -Taking note - compare
answer.

with their partners

- Feed back

- Give the answers they

- Correct

hear

-Evaluate the two

-Match the names with the

groups’

places (one by one go to

Prediction

the board match the

(Call one student to

wordcards with the places)

replace the wrong order
if necessary)
III-Post- Listening:
-Divide the class in to
groups of 4
? Use the correct order of the

IV- Further exercise:
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pictures to rewrite about Ba

In groups of 4 students

Ex:

and his family’s trip

write own on their

At 6.30 in the morning

Feed back

posters

Ba and his family took a

Have 3- 4 groups’ posters - Compare with others

bus to their home village

Hung on the board

in the coutryside. The

Correct- evaluate

bus ran on the highway
No1 to the north..............

C- HOMEWORK:

- Exchange corretio
- Rewrite the paragraph
- Do exercise B2 P2021 in the exercise book.
- Prepare lesson 4: Read
(P25- 26)

2. 4. Effectiveness of experience for educational activity, to ourselves,
colleagues and schools.
The initiative to apply this experience I myself have achieved some very
positive results. First of all these experiences are consistent with the program,
new textbooks. Students interested in learning more proactive creativity to

expand their repertoire, but also very flexible in performing tasks perceived
knowledge and skill development. Academic atmosphere gently simmering.
Students have the opportunity to assert themselves, no longer confused, worried
when entering the school. This is the reason to go to the relatively positive
results of the survey last semester I, namely:
Excellently
done
Amou
%
nt

Class

Total of

7A

44

05

9A

39

03

Students

Well done

Normally done

Poorly done

Badly done

Amou
nt

%

Amo
unt

%

Amo
unt

%

Amount

%

11,36%

15

34,09%

20

45,45%

0

0%

0

0%

7,7%

16

41,02%

20

51,28%

0

0%

0

0%

After the successful application of this subject myself has achieved
significant results and valuable experience for yourself the following:
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1. Teachers must always create an environment in school foreign
language and to use English as the main language for communication.
Depending on the grade and subject the student, the teacher can use the English
sentences short, simple, easy to understand, easy to remember.
- Teachers have always known encouraging students to use their
knowledge to use in communication.
- Teachers should not be paying attention to the fault of the students while
speaking. Let them hear and speak naturally. Never force the students to stop
talking while the student is trying to express their meaning in English, doing so
would make them feel fear making mistakes when speaking and listening.
- Teachers should integrate the activities of listening and speaking English
with a form of "playing - learning".
- During the episode guide their English listening via radio, television,
listen to songs in English ....
By creating such a language environment, the students can practice good
listening skills and other communication skills.
2. Teachers should appeal to attract students to the content in the form of
listening activities, teaching techniques appropriate to listen to each stage of a
lesson listen
3. Creation of suitable utensils listen to the content of the test are:
pictures, models, ice ...
(Specifically, I myself have to collect a plate to hear English from 3 to 4
times that are convenient in operation and save time in class)

4. Teachers should select, use and flexible combination of methods,
techniques taught heard in the process of teaching hours. in the period after
listening exercise, in addition to textbook exercises, teachers need to make the
appropriate exercises, which features highly practical communication.
In a nutshell:
To implement an effective lesson to hear the teacher should note the
following issues: - The context must be clearly introduced
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- Should increase the use of teaching aids, tape recorder to help students
hear the voices of native speakers.
- If all heard by the teacher read, must be read accurately, clearly not an
average speed too fast not too slow.
- Need to create opportunities for students to practice the skills needed to
hear as guessing, guessing content in context, listen transplant information with
pictures, listen to fill out the table ...
- For some listening with more complex content, the teacher tried to apply
good 3 steps to facilitate comprehension promoting ability to understand and use
the language of the students.
- The skills required to coordinate flexibility in the process of teaching listening.
3. CONCLUSION AND PROPOSALS
3. 1. Conclusion
At the secondary school level to take lessons in English heard on the program is
in good condition so that students can develop a full range of language skills. Song
learning and teaching English listening and "new" for both students and teachers, so in
the first year of implementation, both teachers and students can not avoid these
difficulties, the initial surprise. With this innovative experience, I hope to make a small
contribution to help teachers and students to our school in particular, colleagues and
students of the school in general you gradually overcome difficulties and implement

training listen and learn English is to achieve better efficiency. Toward yourself, I
promise you will continue to inherit and promote the results achieved by the
implementation of the subject, while constantly learning experiences were overcome
difficulties in teaching to meet innovation program requirements, methods of teaching
English Training Department of Education.
3. 2. Proposals
Starting from a theoretical basis, practical, teaching purposes as well as
the successes and limitations in the implementation of the subject, to contribute
to the teaching of English in general, in particular teaching quality listening
more improve myself with the following practical recommendations:
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* On the basis of:
- The environment for foreign language skills should be practiced
according to the characteristics of teaching methods, so our departments need to
avoid making noise for the next class and not affected by noise from the outside.
(Can be combined with room for other subjects)
- Electrical system should be amended to ensure the milk useful and safe
to use.
- Need to provide more stations, cassett tapes (tapes can not be teachers
themselves from the CD receiver so the sound quality is not guaranteed)
* To the leaders on:
Need enabling teachers have the opportunity to interact and learn from
experience learning through seminars.
Thank you very much !
CONFIRMATION OF THE PRINCIPAL
Thanh Hoa, March 20th 2018
I hereby declare that this is my writing and
It does not copy other people’s content.

Written by

Nguyen Thi La

18


MATERIALS USED FOR REFERENCE
1. New textbooks and teacherbook in grades 6, 7, 8 and 9 of the Minitry of Education
and Training
2. English language Teachimg Methodology of the Minitry of Education and
Training in 2003.
3. The ELTTP Methodology course.
4. General education book of Ha Noi Publishing House, 1995.
5. Evaluation in education of the Minitry of Education and Training.
6. The book “Some of the problems of teaching methodology in secondayry
school English of the Minitry of Education and Training.
7. Training materials on innovation methods in English in grades 6, 7, 8 and 9.


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM
NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP
LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Là
Chức vụ và đơn vị công tác: Giáo viên trường THCS Ban Công

TT
1.

Tên đề tài SKKN

Cấp đánh giá xếp
loại
(Ngành GD cấp
huyện/tỉnh; Tỉnh...)

Kết quả
đánh giá
xếp loại
(A, B, hoặc C)

Năm học
đánh giá
xếp loại

Nâng cao hiệu quả Tiếng Anh
Cấp huyện

C

2012-2013

2.

thú cho học sinh
Giúp học sinh lớp 6 thực hành tốt

Cấp huyện

B

2013-2014

3.

bài hội thoại
Experiece of to trash the qualified

Cấp huyện

B

2015- 2016

thông qua phương pháp gây hứng

students in grade 9 at Ban Cong
secondary school effectively