Some experience teaching students to learn listening skills in grade 6 at hoang long secondary school

INDEX
Contents

Pages

1. INTRODUCTION

2

1.1. Reason for choosing topic

2

1.2. General purposes

2

1.3. Object research

2

1.4. Method – vocational – technical

3

2. THE CONTENT

5

2.1. Basic for agument of the experience

5

2.2. Actual situation

5

2.3. Experience initiative or solution to solve the problem

6

3. CONCLUSION AND RECOMMENDATIONS

19

3.1. Conclution

19

3.2. Recommendations

19

1


1. INTRODUCTION
1.1. Reason for choosing topic
English pilot books are being taught from grade 6 to grade 9 at some
secondary schools. As an English language teacher at Hoang Long secondary
school and I always wonder how to help students reach English easily through

four basic skills: Listening - Speaking - Reading - Writing. But there is a skill
always that causes students the most troubled, which is Listening. There are
many students who are very good at the application of grammar exercises, but
the English listening ability is very bad. What should teachers do to help
students overcome these difficulties? For English communication will be
English, so communicating with friends overseas will students listen to
understand foreign friends what they are saying, which will help them more
boldly confident in communicating in English.
The goal of English is to establish and develop in student’s the basics of
English is the intellectual property necessary to further education or go into
academic life and their work in all aspects of work and their life. As English
textbooks in junior high school from grades 6 to 9 are compiled in the same
building perspective program. This is the perspective point (Thematic Approach)
and enhances the learning method of proactive students.
All the 4 skills: Listening - Speaking - Reading - Writing are interested,
focused and coordinated with the exercises and classroom activities.
One of four skills English language learners in general, and secondary
students in particular courses, often certain difficulties in the process of learning
English listening skills.
1.2. General purposes
In fact, to get good listening skills, the English language learners need to
have a process of regular exercise daily, weekly and monthly with the content
and form of different technologies. Teaching Listening and learning skills in
English, though not new, but it is a very difficult skill for both teachers and
students at the junior high school level. That's the reason why the actual
situation like this, I figure research ideas into this subject partly in the hope of
helping the English teachers and students gradually overcome the difficulties to
carry out implementation of teaching and learning in English Listening carefully
horizontal effective better help students learn English more positively, more
proactively in acquiring, perceiving knowledge of the lesson. This is also the

reason and purpose that I chose this topic.
1.3. Object research
- The purpose of foreign language teaching is not to give students
knowledge of the language, the main purpose of the training is to teach students
English communication skills in English daily communication of school. The
good students are represented by skills: Listening - Speaking – Reading –
2


Writing. which English Listening skills of students is formed through the
process of learning, language training in English language environment. Besides
learning English at school, in class, the students also have to learn, selfdiscipline skills play through the forms, methods and content to hear different
English.
More specifically, English Listening skill is the ability to use language
knowledge and listening comprehension purposes conversations daily
communication in English.
- Fundamental factors directly impact the effectiveness of teaching
information technology.
* To the teacher
- With innovative teaching methods, teachers play a positive role in
directing and controling students in active learning at school.
- To conduct a successful lesson Listening effectively, the teachers need
to make the following basic elements well:
+ Choosing and using flexible techniques to teach Listening skill to suit
each lesson content with the students.
+ Organization, good classroom control and distribution reasonable time.
+ Fluency means, the teaching aids for teaching Listening to serve in
English.
+ Research, creative, self- made and appropriate teaching aids, well serve
Listening skills lesson.

+ Teachers must inspire, passionate and they must be charismatic to
attract and activate students eager to learn in English.
* To the students
- The relationship between teaching and learning, the teacher is the
organizer, controller. As students occupy themselves with the knowledge of the
actions, the actions of his own intellect under control teacher’s organizations.
- Listen to English lesson successfully and effectively, the students
should also have the necessary skills in listening comprehension, conversations,
and communicate with each other on topics of practical life and daily work in
English.
1.4. Method - vocational - technical (Listening techniques)
- Teaching Listening is regulated by the listening content. Other words,
the listening content dominates the selection, use, flexible coordination of
teaching methods, teaching techniques.Every technical teaching in accordance
with a specific form of lessons (teaching grammar, teaching speaking, teaching,
writing, teaching listening .. )
3


- Using both intensive listening and extensive listening effectively in each
period to help students improve listening skill
* Equipment, teaching aids for teaching skills to serve listening
- The use of pictorial devices very good support and positive for Foreign
Language teaching and learning in general and English in particular subjects,
this work is considered to be an important mean, represents the majority of main
content of the lesson. During all lessons unit of a new textbook program, the
content of Listening recorded in cassettes or CD , VCD , DVD and just in
textbook exercises ear training. If they want to have good skill to do listening
exercises, the learners must listen to the lesson content in the tape drive.
Moreover, teaching equipment is also active in media innovation which will be

innovative teaching methods, high efficiency, motivation and learning caused
much excitement for students learning English in the process.
* The equipment needed for the course:
+ Transceivers cassettes.
+ Recorders readings and listening textbook.
+ Pictorial content and didactic lesson.
+ Computers, Computer speaker.
+ The illustrations, equipment, utensils because teachers do .....

2.THE CONTENT
4


2.1. Basis for agument of the experience
* Good points
- Although there are objective conditions and subjective influences
directly in the teaching process, but I have tried to find ways to overcome,
overcoming the difficulties ahead, gradually improve the quality of teaching and
learning English in school. Especially further improve the efficiency of teaching
English Listening skills to meet the goals and objectives of teaching English at
the junior high schools according to the textbook program innovation
Department of Education and Training.
* To the teacher
- I myself initially had relatively good access methods, english teaching
techniques. Especially the skills and techniques specific to teaching English
Listening.
- I myself have been familiar with the initiative and how to organize a
successful lesson Listen and high efficiency.
- Coordinate fine and quite flexible techniques taught English.
- I did research and made a lot of creative teaching materials appropriate

for each lesson content of Listening. Therefore, I myself have heard so many
lessons lively, charismatic high with students and have achieved high results in
teaching English.. The majority of some students did better exam forms,
especially English Listening Comprehension section.
- Possible to use, works well equipped modern teaching, to serve process
in English Listening as video tapes, cassette machines, video recorders,
computers.....
* To the students
- The majority of the students have become familiar with English Listening
lesson
- Many students already hear and recognize the voice, the voice of native
speakers
- Most students have heard all sounds simple content, to the extent not too
difficult and I was able to implement the requirements, the training of teachers
to apply after hearing the content in tapes.
- A number of students were formed, trained and gained skills and
techniques in the process of learning, practice English listening skills.
2.2. Actual situation
- These drawbacks and shortcomings:
* Toward teacher
5


- Still some teachers have difficulty in performing tasks, vocationaltechnical,it is still difficult in the selection of technical vocational training to suit
each lesson content, to suit each pupils and each stage of the listening lesson.
- A few teachers untapped or not fully utilized proficient use of teaching
aids, lesson Listen to serve in English.
* Toward students
- Motor learning, practice English listening skills of students is limited.
- Many students have few opportunities to hear English, they have very

little chance of access to the mass media modern, advanced to the last bared that
can understand English.
- Some students in school longer afraid, yet strong in listening and
speaking in English, they are also afraid of making mistakes in the process heard
English.
- Train new skills and technology was difficult for students, especially for
students 6 grades.
* Teaching aids
- Teaching aids for teaching serves Listening skills are very much lacking,
not many illustrations, and English recordings.
* Investigators specifically
- During more than 18 years of teaching English in secondary school, I
myself have been assigned to school teaching English across the school grades
6. With the knowledge, experience in those years. I have had valuable
experiences in the process draws on the teaching and learning of all grades many
students . I have driven themselves at the beginning of the school year a plan
and teaching methods specific, detailed lesson plans in the classroom to be able
to complete all investigations, surveys, mastery learning situation of students in
their respective classes. Through investigation, I realized I understand that most
uncertain vocabulary, English vocabulary was not large, English Listening skills
are limited.
Survey results as follows: (from 10/09/2017)
Excellent

Good

Medium

Weak

Poor

No %

No %

No %

No %

No

%

Class

Students

6B

26

3

11.5

5

19.2

11

42.
4

6

23.1

1

3.8

6A

28

2

7.1

7

25

10

35.
8

7

25

2

7.1

6


2.3. Experience initiative or solutions to solve the problem
- Prepare plans for an English listening lesson.
* To the teacher
- Listen to an English lesson is good and successful, teachers need to be
groomed, and well done the following steps:
+ Look at the content of the information taught in textbooks, teachers'
books, reference books .... to make an important basis to help teachers plan the
steps of her teaching a lesson to Play.
+ Careful study of textbooks, teachers' books, reference books will help
teachers organize, control information in English Listening in the right center of
gravity of the lectures. Towards making teachers assigned time for step dad
teaching, learning activities scientifically and logically.
+ Research purpose and requirements of the lesson:
- The purpose of the lesson and ask the ultimate destination where both
teachers and students need to achieve the following lessons learned.
- For Advanced Listening skills are taught in English, the common
purpose and requirements of the Listening lesson is to help students develop
good practice and skills: Listening (Listen) - Speaking (Talking) - Reading
(Reading) - Writing (Writing). During this process, the teaching and learning of

teachers and students to the most special emphasis listening skills. After you
finish listening, students can listen to understand the main content, the best of all
the listening and done some homework requirements or language.
+ Good choice and flexibility to coordinate the technical Listening
(Listening Techniques) a scientific and rational way. Choosing hear teaching
techniques must be determined on the basis of content, hear the request of the
lessons that characteristics and capabilities of students English classes there, and
the stages in the process of teaching listening includes 3 phases: Phase heard
before (pre - listening), while listening phase (while - Listening), and the
exercise period (Post - listening). During each phase of the lesson in English
listening skills they have the technical skills to teach listening appropriate to
each time period.
- Teachers need to design carefully the prepared lesson plans class
scientific and reasonable.
- Teachers need a clear plan of activities for teaching and active learning
activities of students, time distribution, and a science fair for the learning
activity, the requirements of each exercise, the answers of each student ...
- Exchange and discussion of teaching methods will be used in lessons.
Of more effective teaching English skills, listening skills will be more
successful and achieve greater efficiency if the plans are given teaching
7


exchange and discussion with colleagues before teaching. Doing this not only
gives the more positive results but also help to teach listening skills as well
as speaking - Reading - Writing skills also achieved many positive results.
*To the students
- Teachers ask students to prepare for upcoming classes by:
+ Teachers suggest the system of questions for upcoming lessons they
learned so that students have time to prepare lessons, learn, study materials

related to the upcoming lessons.
+ Ask students to do some exercises related to lesson content to hear that
lesson the other skills necessary to bring positive results likewise.
+ To encourage and motivate students confident, creative initiative raised
many questions, many issues related to the lesson.
b. Perform better teaching listening process
- For a lesson in grammar or vocabulary, usually in the course of the
lesson is composed of 3 phases Presentation - Practice – Production. And the
process of a lesson in English Listening skills also include 3 phase Pre Listening section, while – Listening, post - Listening. This teaching process not
only helps students master the lessons, but also help them to use good
communication skills in English daily, in the talk about life and work and study.
But the main problem is to identify teachers clearly, definitely, precise goals and
requirements of each specific lesson to hear from that orientation for school
students perform well the task of the central lessons of the next stage.
* Pre – Listening
(True / False Prediction , Open Prediction , Ordering , Pre - questions)
- This is the first stage of orientation to help students think about the
subject or situation or content before students to listen.
- The students in class had not seen the text before or done any
preparation for listening. Here you see the teaching goals in this pre-listening
phase:
+ To activate the students' schema and vocabulary related to the topic.
+ To form some preliminary assumptions about the content of the text.
+ To pose some questions that could provide them with a reason for
listening. For example, I asked "do you think the Pope comes to the US often?"
and the students said that they didn't know, so I said "Ok, we will see".
+ Notice here how the teacher uses the chalkboard to write basic
vocabulary and ideas given by the students. Use of the board provides visual
reinforcement for ideas and vocabulary items presented by the students during
all phases of listening

8


+ Notice also how the teacher asked a student to correct her pronunciation
of the word. After the student finished her sentence, the teacher pointed to his
throat indicating the need for the student to pronounce the word correctly. The
student repeated the word twice and was able to pronounce it correctly on her
third try. Attention to pronunciation should be constant in class activities and can
usually be done through self correction.
+ Notice also the phrases the teacher uses to provide positive
reinforcement to students. Such reinforcement is important to build self
confidence in all class activities but especially when doing listening activities.
+ Finally teachers make it clear to students that they will be heard many
times, and guidance requirements, specific tasks for the students to hear
( Choose the right / wrong answer ... ) .
Example : UNIT 1: MY NEW SCHOOL
Period 6: Skills 2
Task 1
Before listening:
- Ask students to:
+ read the questions carefully
+ decide what information you are listening for
+ think of the words that you might hear
+ listen for important information only.
* Pre- listening (3’)
* Set the sence: Susie is a student at PLC Sydney
+ Teaching vocab:
- Teacher use different techniques to teach vocab (situation, realia)
- Follow the seven steps of teaching vacab.
- Checking vocab: Slap the board

- Ask ss to refer back to the reading : PLC sydney
- Introduce Susie Brewer – a student at PLC Sydney .
* While – listening
- Play the recording only the first time
Ask ss to look at the book and listen carefully.
- Play the recording again and allow ss to choose the correct answers as
they listen .
9


- Ss can share their answers before listening to the recording a final time
to check .
- Correct their mistakes if nesessary .
Teacher remarks and gives the answer key

Key
1. A , 2. A , 3. B , 4. B , 5. A
* Post – Listening
(Role play, recall the story, write it up, Further practice ...)
- This is the final stage of the process of teaching English listening skills.
During this period students have more opportunities to practice after listening,
they can apply the knowledge, language skills have been trained stage set "while
- Listening" on the actual communicative situations, have the same meaning in
the classroom immediately upon hearing, students need to do some exercises
such as reporting to the class or in team on the results after listening exercises,
and other students listen to comments, or post treatment results of their work for
you.
- Teachers need to incorporate good teaching methods, and other skills to
help students develop, extended listening as: Recall the story, write it up,
discussion ....

- Ask some ss to retell something about Susie
- Begin with: “Susie is a students at PLC Sydney , She is eleven years old.
She likes to study in a girls’ school. The teachers at her school are nice and very
helpful..........….”
- Then ask students to talk about their school.
- Begin with: “I am a students at Hoang Long secondary school, I’m......”
Example : UNIT3: MY FRIENDS
Period 20: Skills 2
* Pre- listening
Before listening, Ask students to look at the list and talk about what you should
or shouldn’t do at Tet
- Ask students to look at the picture

10


Ask students to look at the table and tell: “What should you do at Tet ?
- Ex : A. We should invite some friends to our home
-

B. We should....................................................

Play games all night

Break things

Ask for lucky money

Buy some salt

Get up early

Invite friends home

Play music loudly

Bring home a black cat

Eat shrimps on New
Year’s Day

Ask students to look at the table and tell: “What should not you do at Tet ?
A. We shouldn’t bring home a black cat
11


B. We shouldn’t....................................
- Call some students to talk in class
- Set the sence: “Mai and her mother are going shopping for Tet. Predict
what they will buy and tick.”
- * While – listening
- Turn on the radio twice, ask students to listen and tick.
-

1.
2.
3.
4.
5.
6.

7.

Items
peach blossoms
banh chung
new clothes
a tie
sweets
fruit
chocolate biscuits

Answer
√
√
√
√
√

Listen again and write the names of the things they will
buy for the people in column A.
People
1. Mai and her
brother
2. Mai’s dad
3. Mai’s
grandparents

Things
1. Clothes,
biscuits

2. a new tie
3. sweets

* Post – Listening: Writing
Write an e-mail to a friend about your Tet holiday. Include what you will and
won’t do. Also include things people Should and Shouldn’t
- Give students some questions:
? Who do you write to?
? How do you feel ?
? What will you intent to do at tet?
? What should or shouldn’t do at Tet?
- Ask students to write
- Call some students to write on the black board
- Others students write on the papers. Then correct their mistakes
- Example : UNIT8: SPORTS AND GAMES
12


- Period 69: Skills 2
* Pre- listening
Set the sence: “You are going to listen to the passages. Who are they about? and
about a sport/ game you like”
Task 1:
- * While – listening
Listen to the passages. Who are they about?
- Play the recording once only. Ask Ss to listen and say who the passages are
about.
- Answer: They are Hai, Alice, Trung and Bill
* Teacher give some questions:
? Which sports do they like playing?

? What is Bill’s favorite game?
? Is Trung good at playing football?......
- Call on students to check their understanding
Task 2:
- Listen to the passages again. Then write True (T) or False (F) for each
sentence.
- Play the recording again. While Ss listen, they have to write down T or F
1. Hai plays chess every Sartuday.

F

2. 'Angry Birds' is Bill's favourite game.

T

3. Alice doesn't like doing sports very much.

T

4. Trung is very good at playing football.

F

5. Bill's dream is to create a new game.

T

Task 3:
- Listen to the passages again. Fill in each blank to complete the sentences.
- Play the recording the third time for Ss to fill the blanks. Ss can share their

answers before listening to the recording a final time to check.
- Ask students to give answer, compare with others’
1. Hai practises at the judo club three times a week.
2. Trung can play the guitar.
3. Alice likes watching ice skating.
4. Bill is at Rosemarrick Lower Secondary School.
5. Trung goes swimming on hot days.
13


* Post – Listening: Speaking
- Talk about a sport/ game you like. Use your own ideas and the following as
cues.
- Name of the sport/ game
- Is it a team or an individual sport/ game?
- How long does it last?
- How many players are there?
- Does it need any equipment?
- Call some students to talk
Sample: “My name is Linh. I am not a very sporty person but I love playing
games, especially intelligence games. Of all the games I play, I love playing
Chinese chess the best. It is an individual game. One player plays against the
other. How long it lasts depends on the two players. This game is very popular
in Asia especially in China and Vietnam. It only needs a chessboard and thirtytwo chessmen. To play the game well, you need a little intelligence and ruse.
Playing Chinese chess helps me improve my intelligence....”
- Correct their mistakes, give comments to the class then give mark
Example: UNIT 10: OUR HOUSES IN THE FUTURE
Period 87: Skills 2 (Class 6)
*Pre-listening
* Set the sence: “Nick and Linda are talking about their dream house.

Listen to the dialogue and find out which house would each prefer?”
- Ask students to look at the pictures and answer the questions:
? Where it is located
? What it looks like
? What surrounds it
?What appliances it has

Nick’s house
14


Linda’ house

- Call on students to give some information about each picture
Pre- teach vocabulary:
- Presents some new words.
- Asks Ss to make sentences with the new words.
view (n) cảnh
cable TV (n) truyền hình cáp
locate (v) đặt ở
coast (n) bờ biển
- Ask students to guess: Which house does Nick prefer?
- Ask students to guess: Which house does Linda prefer?
* While – Listening
- Listen to Nick and Linda talking about their dream houses. Which
house would each prefer?
15


- Plays the recording (twice).

- Ask students to check their guessing
- Gives the answers and corrects the mistakes of students.
Answerkey:
Linda: Picture 3 ( villa by the sea, with a swimming pool and a flower
garden.)
Nick: Picture 2 (apartment in the city)
* Post – Listening
- Ask students to talk about Linda and Nick’s house.
- Divide students into 4 groups:
+ Group 1 & 3: Talk about Nick’s house
+ Group 2 & 4: Talk about Linda’s house.
- They have to talk about: Type of house, location, surroundings; things in
the house and what they will/ might do for them.
- Call on students to talk
- Correct their mistakes
- Ask students to write about their dream houses,then they will show their
idea in the next lesson.
2.4. The result achievements after application of themes
- The experience applying initiative "Innovation hear teaching English
courses in middle school" in the process of teaching English to students in the
grade that I undertake. Myself have been very delighted, excited for rapid
obtained very positive results. Firstly, the experience of teaching English
Listening skills are very consistent with the textbook program innovation,
interested student learning rather, they are active and active learning, creative
capital to expand the knowledge of myself, and also very versatile in
performing tasks, acquire knowledge and develop skills in Listening
Comprehension English courses.
Learning atmosphere in the classroom as more exciting, they learn
English more zealous, active. Some students boldly assert ourselves before you
in class, no longer embarrassing situation, worried entering English classes,

especially classes Play English skills. This is also an important factor, positive,
contributing to improve the quality and enhance and effectiveness of English
teaching, and help students become more confident, pass the quality test given
in English of school year 2017 - 2018, as follows:

(To 10/03/2018)
16


Excellent

Good

Medium

Weak

Poor

No

%

No

%

No %

Class Students

N
o

%

No %

6B

26

5

19.2

9

34.6 11

42.4

1

3.8

0

0

6A

28

6

21.5

10

35.7 10

35.7

2

7.1

0

0

Type

Class 6B

Class 6A

Good

Increased 7.7%

Increased 13.9%

Pretty good

Increased 15.4%

Increased 10.7%

Weak

Reduced 27.3%

Reduced 17,9%

Poor

Reduced 3.8%

Reduced 7.1%

The quality of students had much more positive changes
Experiences learning lessons
After the successful application of research "Reforming Teaching
listening in English in junior high school," I myself have yielded encouraging
results and valuable experience for themselves as follows:
- Situation of teaching and learning in English of secondary school
students in underserved increasingly significant progress, especially in periods
of English listening skills become more and more active, more attractive for

students, the quality of their examination results last year for English courses at
all grade has increased markedly.
- It has drawn a lot of valuable lessons and rewarding as follows:
+ Listen to more English teaching skills successfully and effectively is:
+ Teachers have always said encouraging students to use their
knowledge to use in everyday communication.
- Teachers should not pay attention to the fault of the students while
talking . Let the students listen, speak English a most natural way. Mandatory
Never stop students to speak English while they students that are trying to express
their opinions in English. As if doing so would make students feel afraid of
making mistakes when learning Listening and speaking skills in English.
- Teachers must always create a real language environment in school, an
environment for learning practical English teaching hours in English. Teachers
and students to use English as the primary language to communicate, teach in
17


the class. Depending on the grade and the pupils, teachers can use English
sentences short, simple, easy to understand, easy to remember, easy to
memorize the most.
- Teachers should integrate activities Listening and Speaking English with both
forms of learning - play with the goal of "Learning the Game, Games that school."
- During the student's home school , the teacher instructed them to
practice English listening via radio, television, listening to English songs,
English newsletters, programs taught in English on Radio Communications Figure
- By creating learning environments and teaching English so the student
can practice good English skills Listening skills and the other English.
- Teachers should create more attractive, inviting students to hear the
content of all forms of vigorous activity, teaching techniques appropriate to
listen to each of the listening phase, in order to give student enthusiasm, positive

emulate good learning in English, good practice English listening
comprehension skills.
+ Research, creativity, self- made teaching materials more suitable for
content, skills training programs Listen to English like the illustrations, models,
the English record, the post English business cards of people and the famous
sights of England and of the world.
(Specifically, I have made myself recording the English listening to a CD,
memory card into the phone, the computer 10 times or more. This helped myself
very convenient in Sports operation and use of utensils and equipment used for
teaching and learning in English Listening skills over 10 years teaching English
in secondary School underserved.
+ Teachers should be selected and coordinated use of flexible methods
and techniques of teaching English Listening skills in the teaching process. An
hour period after listening practice, teachers need to additional appropriate
exercises, which features actual communication and greater efficiency.
*Sum up
- To carry out a lesson in English Listening success and achieve high
efficiency, the teachers need to pay attention to the following important issues:
- Of the listening context should be clear introduction, specifically.
- Enhanced equipment, teaching aids, tape recorder to giupcac students
hear his English voice for comparison with English voices of native speakers.
- If all heard read by teachers, teachers to read exactly what the listening,
reading aloud, clearly and at a moderate pace, not too fast or too slow.
- Need to provide opportunities for students to practice the skills and
techniques needed to hear as guessing, guessing the contents contextual
18


listening, listening transplant information with illustrations, listen to fill
remaining lack of information on the table or text ...

- For all heard some of the more complex the content, teachers should try
to apply, good use 3 steps: Pre - Listening, While - Listening, Post-Listening
for enabling students to develop the ability to listen to understand and use
language to speak of their own language.
- The method of teaching English Listening skills is a good selection,
coordination and flexibility in applying the process of teaching English
listening skills.

3. CONCLUSIONS AND RECOMMENDATIONS
19


3.1. Conclusion
- With initiative this experience, I hope to contribute positively to help
teachers and students in secondary schools in particular underserved and
colleagues, of students around schools can gradually overcome the difficulties
difficult to carry out the teaching and learning of English listening better efficiency.
- As for myself, I promise to continue to inherit and develop and share
innovative ideas, initiatives or, the valuable experience of themselves in the
process of teaching English, raising more again the results achieved by the
implementation of research subjects themselves. I will not stop learning,
drawing experience from teaching colleagues to meet the request of the Ministry
of Education innovation & training program on innovative learning and teaching
methods in English.
3.2. Recommendations
- Starting from a theoretical basis, practical teaching purposes as well as
the successes and constraints in the implementation of this research, to
contribute to the general teaching English, teaching English listening speaking
own high quality, increasingly improved further. Personally, I have the following
practical recommendations:

* At secondary schools
- Therefore, English departments have separate rooms to avoid noise for
the next class and not be affected by noise from the outside. At the same time
provides a good opportunity for English teachers and students can meet directly,
exchanges, or talking to British tourists abroad.
- To equip, provide radio cassette tape and other audiovisual devices to
better service for the teaching of English listening skills.
* To the leaders
- It is necessary to create conditions for teachers to have the opportunity
to learn and exchange experiences with colleagues, with the foreign experts
through seminars on teaching and learning in English.
Hoang Long, April 1st, 2018.
I hereby declare that this is my initiative.
Do not copy from other's.
PRINCIPAL CONFIRMATION

Written by

Nguyen Thi Dung
REFERENCES
20


1. The Book of teachers, textbooks 6 English class of the Ministry of Education.
2. Books teaching methods in English "English language Teachimg
Methodology" of the Ministry of Education in 2003, 2012.
3. Methodology The course ELTTP.
4. The Book of General Education Studies - Hanoi Publishing House, 1995.
5. Books Student Assessment in Education of the Ministry of Education.
6. Books "Some problems of innovation of teaching methods of English

secondary school level by the Ministry of Education and Training" .
7. Innovative training materials in English class methods 6.
8. Documentation training "Testing and evaluation of student proficiency" in
English class for 6.

LISTS OF EXPERIENCES THAT WERE APPROVED
21


Name: Nguyen Thi Dung
Position:
Teacher
THANH
HOA EDUCATION AND TRAINING DEPARTMENT
School: Hoang Long secondary school

No

1

2

Title of the initiative

Level rating,
classification

Teach reading method
district
in active way in junior

high school
Develop speaking
district
INITIATIVES
skillsto improve the
performance for the
students in English
classes in the secondary
school

Result of
evaluation,
classification

School year

C

2009- 2010

A

2012 -2013

SOME EXPERIENCE TEACHING STUDENTS TO
LEARN LISTENING SKILLS IN GRADE 6 AT HOANG
LONG SECONDARY SCHOOL.

Written by: Nguyen Thi Dung
Position: Teacher

Working Unit: Hoang Long secondary school
Subject: English

THANH HÓA, NĂM 2018
22
THANH HOA 2018


23