To help the grade 6th students learn the listening skill effectively

YENDINH DISTRICT EDUCATION AND TRAINING DIVISION
YEN THAI SECONDARY SCHOOL

INITIATIVE AND EXPERIENCE

“To help the grade 6th students learn the listening
skill effectively”

secondary school

Author: Bui Thi Huong.
Working position: Teacher.
Place of work: Yen Thai
Subject:English

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YEN DINH , 2019
PART I : INTRODUCTION
I.The reason for choosing the theme :
Nowadays, English is the most widely spoken language. It becomes the
native language of many countries . it is the language of communication between
people and people around the world.With the trend of the international
integration .Viet Nam is becoming more and more available in all
areas.Communication is a powerful tool and a prerequisite.
In addition to his mother tongue,VietNamese considers English as a second
language,attaching great importance to English as a core subject at schools.
We also see the position of the subjects in the general development of the whole
society :is a stool that facilities integration into the international and regional
community,access to international information and science and technology.The

Education and training department sets goals for the English subject: lower
secondary English program aims to develop and develop students with basic
knowledge and skills in English and the intellectual qualities needed to continue
studying or to use in production labor
Knowing a foreign language already haf in hand a new
communication tool in addition to the mother tongue. From the
begginning of my studying in foreign language , I was taught by
teachers that “ Knowing a foreign language is having an extra
life”, so far and certainly still its worth. I no bring that statemwnt
and the knowledge I have learned back to my generations of
students . As teacher of English, I always wish to contribute a
small part of my work to teaching students the basic knowledge
they need to be the foundation for their learning in the language
learning process.
Teaching and learning good english involves a number of
isues, one of which is the teaching oflistening skills. This is an
indispensable skill for foreign language learner because it is one
of the four practical skills of English : listening , speaking, reading
and writing.
In teaching English skills for students, teachers face many
difficulties, especially listening skill. In fact, at school, when
beginning to study foreign language , most students liked to
study, but gradually the students fed up with. Most of them are
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very weak in listening skill. It is difficult for them to understand
the content of a text or conversation . After each lesson, it is very
difficult for the teacher to check the information they have
listened and cheking the old lesson is not easy. Most students do

not know how to learn to listen, the most common practice
listening is difficult . In the classroom , some students say that
although many of the words in the listening test are known, but
the difficulty is that the speed of English words so fast, they
cannot ctch up with because the speaker seem to swallow many
words and words.
So how do you help students - especially those in grade 6 use their volcabulary and grammar to understand effectively?
Teaching how to make stuents feel more interested and love the
subject after school? How to find some positive, simple, easy-tounderstand, practical ways to ensure that science is in place to
develop students’ thinking, thinking, and creativity? I have been
deeply involved in the topic of “To help the grade 6th students
learn the listening skill effectively” to present the current
teaching and learning situation as well as to write about their
experiences after more than 15 year-actual teaching.
II. The aim of research
When researching this topic, I had to perform the following
tasks:
1. Look at the documentation of teaching and learning English
, the teaching techniques in listening skills.
2. Remove the faculty, teaching experiment.
3. Exchange professional knowledge with colleagues, learn
from experience.
4. Inspect and assess the results of all students in holding
knowledge, so that there is a reasonably additional adjustment.
III. The researching objects
The
research topic focuses on designing listening skill
lectures for some
listening sections in grade 6th of secondary school program,
mobilizing students’ backgrounf, developing dynamics for student

in listening skill, designinf lessons at each stage to be able to
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apply the appropriate teaching techniques to the circumstances
of each classroom , each object type so that they can listen
effectively.
IV. The purpose of topic
With researching this experience initiative successfully, it will
help teachers get the following experiences:
1. Using appropriately and exploiting effectively the teaching
listening techniques .
2. Finding out the way to boost the students so that they have
motivation to learn listening skills.
3. Accumulating the methods when con ducting an effective
listening lesson.
V. The methodology of research
1. Observational method.
2. Experimental method.
3. Exchangeable and discussible method.
4. Investigational method.
PART II : CONTENT
I. Theoretical basis:
Nowadays, with new awareness in teaching foragn languages,
teaching English for the purpose of communication, 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. It 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.
The teaching of innovative methods as today focuses much
on the creative initiative of students. Most of the time
communication is when they thnk actively practice English. In
order to have a good class , students must prepare homework . In
addition, to learn a good hour they need to hear a lot.
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It is the same as the reasons stated above that the purpose of
teaching and learning English also has a great change , it is not
just “learning to learn” again, but learn to think, depth. Not only is
it intended to achieve grammatical meaning nut also to gain and
develop the language skill.
Understanding the nature of communication and being able
to communiate when necessary is what we reach. LISTEING is
considered to be a receptive skill , but listening is often more
difficult than reading because verbal cues that are heard are
words that have very different characteristics than writing.
II. Practice facility:
The majority of students in Yen Thai commune are children in
rural areas so the conditions of study are not good, the time is
limited, the English communication environment is limited, there
is less opportunity to practice listening. In addition, they have not
really studied hard, have not memorized words, are not actively
working on sound, slow learning, flexibility, creativity is not high,

documents for reference also depends on family economics, from
which the investment in learning limited listening skills. In
addition, English is a difficult subject, a lot of knowledge, little
time to study, and in the process of listening the children are not
in control of what they listen, fast read/spoken words, unfamiliar.
The list includes new words, stress, intonation, and students can
hardly understand the content.
III. Advantages and disadvantages at Yen Thai secondary
school when this innovation is applied:
1. Advantages:
English is a familiar subject to students, they got acquainted
with this subject at Primary School, at Secondary School, they
pad more attention to vocabulary, grammar and practice
communication skill. Especially, the school year: 2013-2014,
English is one of the three subjects chosen for entrance exam to
High School. Especially, since this school year: 2018-2019,
listening section is one of the compulsory exams in the contest
for excellent students. As a result, the students are conscious and
motivated from the outset.
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2. Aisadvantages:
- The facilities of my school are upgrading to meet
educational innovative requirement. However, they do not satisfy
the needs of nowadays teaching and learning: degraded
classroom, poor electrical system, furniture, lighting, fans,
sockets, … effect the quality of teaching and learning, cause
students to fatigue, depress,…
- The poor-quality infrastructure is one of the reasons why the

school can not attract students. Most of good students have
moved to other schools having better condition. The rest students
are still some who are not proficient in reading and writing, lack of
awareness and patience in learning, not keep up with new
methods of learning, confusion in acquiring and qpplying
knowledge into practical skills.
3. Specific investigation:
In the process of teaching, with the sence of both reseaching
students’ learning situation feature and carrying out to learn from
experience, from the beginning of the school year, I have driven
myself specific plans and methods in order to actively in vestigate
the students’ learning situation in the class I directly teach. The
specific survey results are:
Table 1 : General information aout students paryicipating
in the survey :

Grade
6

The
number
of
students
49

Good

Rather
good

Mediu
m

Weak

Bad

4,1%

50,9%

38,8%

6,2%

0%

IV. Proposed solutions:
1. Understand the concept of teaching listening skills.
Listening is the most complex linguistic activity, integrating
the components of receptive learning and linguistic knowledge.
Listening is one of the main purposes of teaching foreign
languages.
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When saying, the ideas are not arranged in the same order as
they are weitten; or often repeated, there are more words, from
the buffer, not grammar. I can speak, say, turn off, hesitant…
When reading can read over and over repeated text while

listening to others ay only one time. Therefore teachers also need
specific strategies for listening activities.
* listening includes two levels:
1.1. Level 1 – Identify or distinguigh:
That is the recognition of sounds, words, and phrases in their
structural relationships. Only when this capability becomes
automated can listeners reproduce, respond, and respond to what
is heard in the sequence.
1.2. Level 2 – Optional:
The listener draws useful elements to understand the
speaker. At first hear the sentence, short words, simple, later
understand the longer sentences.
2. Research on listening activities:
2.1. Listening in everyday life : There are two main ways
to listen:
- Listening is not about listening : It’s about entertainment,
like when we do listen to the radio, television, … But still be able
to carry out another job.
- Listening : There are intentional listening activities, such as
listening to information on the radio, television, listening to
instructions, instructions, explanation, listening to the song, etc.
In this case, listeners often know what they want to hear. This
help the listeners to focus on the right content, so it is often more
effective to capture the problem.
2.2. Listening in a foreign language:
In the learning environment, listening activities are focused
on listening , and to develop different listening skills.
There are the main types of listening in foreign language
learning :
- Listen to the main idea.

- Listen to the information you need.
- Listen to confirm the previous conjecture.
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- Listen for communication tasks.
- Listen carefully (both the content and structure of the
language)
* Note: Students may re-enter information based on the
following:
- Knowledge of language (words, grammar, semantics,
style…)
- Familiarity with the topic being addressed.
- Observation, interpretation, context of communication ,
including what happened before.
- Knowledge, knowledge that the children get together with
the speaker.
- Understanding, acknowledging attitudes, personal interest
of the speaker.
- Understanding of context and culture in communication.
- The understanding of non-verbal cues such as speech
speed, pause, gesture, facial expressions.
3. Carry out listening techniques:
- Confidence building
- Sentence stress reception.
- Topic interpretation
- Listening for gist
- Recognising details
- Listening for wanted information
- Dictations

- Sequencing chart
- Dictograph
- Listening and note-talking
4. Organize different listening activities:
4.1. 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, contents related to listening, Explain the
concepts if necessary.
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- Ask questions to help students predict what they will listen
to.
- Introduce new words if available or reinforce the vocabulary
needed for the listening.
- Ask questions when listening.
- Divide the listening process step by step, for example:
+ The first listening : listen to the main idea, answer the
questions.
+ The second hearing: listening more detail, etc.
4.2. Predicting predictability:
One of the skills required when listening is the abilityto guess
what is going to be heard. Therefore, when students practice
listening, teachers should have students guess what is coming up
in the certain context. This can be done with story board or
conversation. For example, when listening to the conversation,
the teacher may syop after a character’s speech in the
conversation and ask the students how the character will

respond. How will it happen? Do you agree or not?....When
students listen to the story, the teacher may use the same
technique, pause in appropriate sections, and ask questions such
as: What will happen next? Why did X do that? Why is the story
so evolving? Is the outcome the same?......before going the next
story.
For example, Unit 3 - section C1 (page38 - English 6), the
teacher asks the students to close their books when listening,
may stop at some point for the students to guess.
This is my family. (Where are they?) We were in our living
room. (How many people are there in her family?) There are 4
people in my family: my father, my mother, my brother and me.
This is my father. (How old is he?) He is 40. (What does he do?)
He is a teacher. This is my mother. (How old is she?) She is 35.
(What does she do?) she is a teacher…
4.3 Listen to confirm the guess on the content of the text:
This is the same procedure used for reading comprehension:
Before listening/ reading, the teacher sugests what students know
about the content of the problem they will hear/ read, what is not
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clear, what is not . Then listen and contact the known knowledge
with the content to hear.
For example, Unit 15 – section C3 (page165 – English 6), the
teacher asks the students to close their books and asks them
about the rivers and moutains in Viet Nam and in the world:
Which is the longest river/ the highest mountain in Viet Nam/ in
the world?... Then ask the questions or ask the students to listen,
find the answer.

4.4. Take the necessary information:
As mentioned, when conducting listening activities, teachers
are required to compose listening requirements, focusing on the
main content, important for the hearing to have a specific
purpose.
Forms of tasks, requirements vary, may be the form of answer
to the question or form fill in the table.
For example, Unit 14 section A4(page142 – English 6), the
teacher asks the students to close their books and then complete
the notes.
PLACES PHUONG AND MAI ARE GOING TO VISIT
Firstly
Then
Next
After
that
Finally
4.5. Listening for gistfor main idears
In many cases students neeed to be trained to understand
the main idears overhead of the post without regard to detail.
For example, Unit 11 - section A2 (page116 - English 6), the
teacher asks the students to close their books and listen to the
conversation and answer the question: Where is Ba?
4.6. Listen to carry out the next communication activities:
There are listening activities, often in the form of tables, for
the next communication activity.
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For example, Unit 4 - section A1 (page 44 - English 6), the

teacher asks the students to close their books, listen to the tape ,
then complete the table.
Phong’s school
 It is …..(1)…..
 It is in the …..(2)…..
Thu’s school
 It is …..(1)…..
 It is in the …..(2)…..
After completing the above table, the students may continue
to practice with the subsequent communication of re-talking or
talking about their school.
5. Practice a variety of types of listeing comprehension
exercises
- Listening exercises can take many forms. The common
exercises are:
Matching Unit 10 – Section A5 (page106 – English 6), Section
B5 (page111 - English 6), Unit 10 – Section A3 (page117 – English
6), Unit 12 – Section B4 (page128 – English 6), Section C5
(page132 – English 6), Unit 14 – Section B6 (page145 – English 6),
Unit 16 – Section A3 (page167 – English 6).
- Listen and find the right picture/ answer/ information Unit 6 –
Section C2 (page69 – English 6), Unit 7 – Section A5 (page75 –
English 6), Unit 9 – Section A4 (page98 – English 6), Section B5
(page102 – English 6).
- Listen and number. For example, Unit 8 – Section A4
(page84 – English 6), (picture-appendix 1), Section C4 (page91 –
English 6), Unit 11 – Section B4 (page120 – English 6)
- Listen and write. For example, Unit 6 – Section A4 (page64
– English 6), Section B3 (page67 – English 6), Unit 7 – Section C3
(page80 – English 6)

- Listen and check, complete the table/ chart Unit 7 – Section
B3 (page77 – English 6)
- Defining true- false questions
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- Filling in the gap
- Answering comprehensive questions
6. Understaning some basic principles when conducting
listening activities
In order for the listening activity to achieve the desired
purpose, the teacher should follow basic principles when
conducting listening session:
6.1. Lead-in
As mentioned above, when the audience is focused, listeners
often have the intention, focus on the listening section, will know
what to pay attention to when listening. Therefore, when
teaching, the teacher also needs to sreate “intentions” for the
studens to prepare for the next listening through the activities
before hearing such as:
- Introduce the context, the situation
- Suggestive questions, guess what?
- Questions that create curiosity, create excitement about the
content of the upcoming article.
- Guiding questions, requirements for the necessary content
to listen to understand.
6.2. Listening tasks
Listening activities must be direted through the requirements
and tasks prepared by the teacher for the student. These
requirements may be one or more of the types of listening

exercises listed in section 4.
6.3. Listening is divided into 3 stages: Pre-listening,
while-listening and post-listening.
a/ Pre-listening
 Arouse interest
 Set up the context
 Create reasons for listening
 Pre-teach structures, new words
 Introduce briefly the topic, content
 Eliciting, guiding question
 Predict the text
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 Giving expectation
The center of gravity prepares students for listening by asking
them to talk about the topic listening , asking students to look at
the picturer, read the words, and guess what they are up to. Who
is going to say? Talk to? Where is the conversation going?
Teachers may ask students to work in groups to make rough
guess about what content is going to be heard through the
pictures or situations of the listening. There may be things that
students say are not exactly what they are going 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 abot the
culture and country of study.
Lastly, the teacher needs to make clear to the students how
many times (2-3 times) they will listen and how to answer the

questions, choose the pictures or the pictures . Listen and do
homwork (3 or 5 minutes).
b/ While-listening
Practice activities during listening are exercises that are
performed while the students are listening and can be listened to
and rehearsed for the exercises.
The form of exercise at this stage is to learn, exploit listening
content. Depending on the purpose and content of each artictle,
there will be different types of questions and requests, which can
be both content and language. Common exercise andtricks at this
stage usually have the following form: Check/tick the correct
answer; T/F statements; complete the table; fill in the chart;
matching; make the list of….
c/Post-listening:
After listening and doing the listening comprehension
exercise, the teacher can continue to perform the assignments
that require a through the understanding of the whole lesson;
actual contact; transforming knowledge.
6.4/ Use visual aids:
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In teaching in general and in teaching foreing languages in
particular, visual aids often play a very active support role. With
the foreign language, visualization is used in all activities of the
teaching process from introductory stage to the stage of practise,
they inversify various teaching and learning procedures
Those are my small and light listening devices, they are sasy
for me to take everywhere to be able to enlighten students at all
times, especially when the selecting good students exam is

coming soon.
Besides, I also incorporate listening practice games to help
students become more interested in the subject, they can
understand the meanings of short sentences, capture the main
idea in the series, know the individual speech partten and setsof
speech sequences, developing an auditory feedback, specifically,
some games are as follow
- Information
- I know the trade
- Solve logical problems
- Guessing
- Siom says
- Right- left
- Introduction
- Which picture is it?
All of these games are taught by foreign language teachers at
the pedagogical college
HERE ARE SOME EXAMPLE OF HOW TO CODUCT SOME
COMMON GAMES:
* First game: Help you learn well
Each of the student in the class selects or creates a sentence.
Each member of the class will listen to her or his sentences and
then try to identify the correct or incorrect sentences. Teacher
should draw a student’r task so that every member must listen
to .
* Second games: Guessing words
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Teacher: I have two things in two bags. I raise the first bag

and ask:”Can you guess what is it?”
Students guess: That is your pen
Teacher: No, this is my hat
Teacher: Raise the second bag and ask:”Can you guess what
is it?”
Students guess: That is your book
Teacher: No, this is my mobile phone.
*Third game: Communication
There are three rows of tables in the class, and the teacher
divides the class into three groups and make up three sentences
on three pieces of paper. Then pass the piece of paper to the first
student of each group. This student has to whisper and speak in
the next person’s ear what he reads.So, this person insuccession
speaks in the ears to the end of the row. The person at the end of
the line is asked to say a word or phrase to the student, and the
students will identify the correct one or not.
6.5/ Qualify assurance of listening samples:
If the activities are conducted through cassettes, radios,
televisions, ……, these means must always be in good condition,
ensure the quality of the language and facilitatethe listening.
Standard samples, not distorted due to pure technique. Having
good preparation, clear tape, and spare batteries when power is
lost. If the teacher reads to the students, they should read at
medium speed, not slow. This is especially true for students who
are new to early learning in order to avoid affecting the content of
the sematics.
7. Conduct multidimensional methods:
7.1/ Listening to audiobooks with cassette tapes or
listening to news via English language radio and TV
programs such as: VTV News, Viet Nam 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 considered to be the most
effective although it will take a lot of time. We can compare and
see the error that we have or pick up a newsletter, and listen to it
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and write it down as much or as little….do not look up the
dictionary or find the meaning of hurry. Make sense in the content
of the sentences, and recall the sound of the word, or the phrase,
later it will clear itself, if heard over and over again. Or take the
sceipt of the song I heard, read it again and recall in imagination
read words that I have heard many times. Then put the script and
listen again to understand. This time I will naturally hear each
other and understand.
7.2/ Watching many TV programs or movies in Englishwith
English subtilesis the best way to practice listening. Listen or
watch many timesbefore reading subtitles. Then, reread the
subtitle, mainly check the words heard or guessed, or words that
students can re-pronounce but don’t understand how to write.
Through this, many times they discover that a very familiar words
they used to think to say it in a certain way. For example: “tum,
tomb, bury, students will say is ...doesn’t understand anything”.
Even though they listen obviously.
7.3/ Study or listen to English song, and sing olong while
listening. Choose some songs that you like, find its lyrics and
then listen to the lyrics. Then memorize and sing along with the
singer, and try to pronounce and keep the pace and pace
properly. If you like it, you can sing for yourself(if you don’t have a

good voice and sing the wrong one is OK, mainly
pronunciation,speed,pitch and English tone). The voice is also a
way to helplater to be more sensitive to hearing, because usually
the language in the song than hard to hear a lot.
7.4/ Guide and provide students with some English
listening locations:
- Watch the worls’s leading news channels: CNN, BBC, NBC ,
ESPN.
- Learn English through Movie Cannels, trailers, cartoon,
chatshows, entertainment tv… VOA’s English Speaking Program:
VOA news.com special English.
- Listen to the US by the subject: Cnn.com/audio/radio Listen
to Online Radio CNN:Bbc.co.uk
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- Listen to BBC Online Radio :
/>- Listen to VOA newsletters: Englisjclub.com
- Pronunciation materials, Amercan English Listening :
Roketboom.com
- Talk, talk in English , listen to others speak, practice English
speaking skills Chinswing.com
- Petalia.org/stories: online reading and listening pages
through famous speeches, fairy tales… on Petalia
View
and
listen
to
news,
clips

on
Google:
/>- Listen to English on the Internet - Listen to American English
: />- Listen through fairy tales, poetry, fiction, proverbs and
famous works (recorders): Repeatafterus.com
- Focusenglish.com: This page is about daily conversations
- Abcnews.go.com : Watching and listen to 2 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 doxens of
top world politicians speaking like Tony Blair, Bill Clinton, G.Bush,
Nelson Mandela … Nbc.com/Video: Watch and listen to
NBC’sfunny clips
Encourage the students that if you think that you do not
understand now, and think that trying to hear a lot is also useless,
to learn more than people have understood. To swim, jump into
the water, can not take the reason that “Because I cannot float”
should be on the shore to the theory and then jump down, and
swim! I do not know how to swim and water, but drink and water,
and then breathe like that, hoping to swim. Want to swim, jump
into the water, and dance when 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.
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We need to hear some time (fast or slow depending on each

person). And so listening is very important: Listen whenever,
wherever. We can remember hundreds of sentences in our heads,
but if we do not hear them all. It’s pointless, like a tourist holding
a book learning languges, asking for directions and being unable
to reach them because they can not understand people. What’s
the route? As our English listening skills improve, naturally, we
will also feel confident and progress in speaking.

8. Always ask questions 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 instruction, I often use different types of questions: Yes-no
questions; Alternative questions; Wh-questions; Multiple choice;
True-false… The 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 sentences that require. In order
to answer the question, it is very difficult to answer the question,
so the choice of question types for students to hear, guess and
answer is required to be flexible. Different teaching methods have
Different teaching views but can be summarized into 2 major
points:
 Teacher dominated
 Student centered
In recent years, the teaching and learning English in
secondary school has changed in the direction of teaching
method innovation, but sometimes teachers are confused, not
flexible use innovation methods, Many times, 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 that is the
peristence of learning, to suffer had to train themselves, at the
same time to find ways to overcome difficulties, find out the
method of study suitable with them to achieve optimal efficiency.
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V. Result after applying the research in teaching:
1. Resuts:
Through applying the innovation I myself have achieved some
positive results: First of all, these experiences are consistent with
the new textbook program; students are more interested in
learning and more proactive and creative to expand the
understanding; also very flexible in perceiving knowledge and
skill development. The academic atmosphere is simmering and
sooting . Students have the opportunity to assert themselves, no
longer embarrassed or frightened when entering school. This is
the cause that leads to the relatively positive results of the
second term:
Table 2: Achieved results:
Grad
e

The
number
of
students

Good

Rather
good

6

49

10,2
%

50,2%

Mediu
Weak
m

Bad

39,6%

0%

0%

2.Experience drawn
Through successfully applying the innovation, I myself have
drawn out some experience as follows:
- Teachers must always create foreigh language environment
in school and must use English as the main language for
communication.

- Depending on the grades and students that teachers can
use English sentences which are short, simple, easy to
understand, easy to remember, catchy.
- Teachers should integrate written English activities with the
form “Playing-Learning”.
- Teachers need to shoose, use and flexibly combine the
methods and techniques in the writing teaching process of a
writing lesson.
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- Teachers must innovate lectures to suit each student’s level,
create conditions for weak students so that they can confidently
participate in exciting classes.
Part III: Conclusion
I. Conclusion
What I have presented above is my teaching methods and
experience. I realize that in the teaching process, teachers should
try to apply methods flexibly so as to make them suitable with the
content of the lesson and their students. Besides, teachers should
also wisely use pedagogical techniques to stimulate students’
interest in their study and help them have good study results.
To promote the originality and activeness of pupils in
studying, we need to organize the teaching process in the
direction of positivizing learners’ activities, and during this
process, teachers are only those who transmit knowledge to
pupils. Students should learn such knowledge through their own
activities if they wish to acpuire and master it.
Regarding students, apart from some good ones, there are
also some who do not learn much. Therefore, teachers should

encourage them to actively participate in the teaching and learing
process.
To satisfactorily answer the need for renovating educational
methods at the secondary level, besides objective factos, such as
the curriculum, time levels of students, teachers’ professional
capabilities, the most important element is the way teachers
organize their lessons.
To respond to the movement of renovating teaching methods
at primary and secondary schools, as a teacher of English, I really
wish to contribute my part to improve teaching methods in
general, so they can become more effective, and pupils can enjoy
learning English and communicate in English. I look forward to
getting the leaders’ and colleagues’ contribution and comments.
II. Suggestions:
Here are some of small methods that I have used in my teaching .I would like to
be invested more equipments, teaching aids, materials, open more thematic classes.
Let take a tour,practice. Let myself and colleagues accumulate experience .I look
20


forward to the exchange of ideals from colleagues and professionals to make
myself better and the topic makes the top results,bring the foreign language close
to the students , penetrate into life , and become effective and effective
communication tool. So we can do that: ”General techical education,
comprehensive training, useful people for society”

Would like to thank!
CONFIRMED
HEAD OF UNIT

Yen Thai, April 10th, 2019
I swear this is the education initiative by
the experience I write, not copying others'
content.
written by

Bui Thi Huong

APPENDIX
SECTION

PAGE
14

APPENDIX

21


I.INTRODUCTION
1.IREASONS FOR CHOOSING THE RESEARCH
2.I RESEARCHING AIM
3.I RESEARCHING OBJECT
4.I THE PURPOSE OF TOPIC
5.I THE METHODS OF THE TOPIC
II. The content of the topic
1.II THEORETICAL BASIS
2.II PRACTICE FACILITY
3.II THE STATUS OF THE RESEARCH PROBLEM
4.II PROPOSED SOLUTION

5.II RESULT AFTER APPLYING THE RESEARCH IN
TEACHING
III. Conclusion and proposal
1.III CONCLUSIONS
2,III SUGGESTED, PROPOSED

From 1 to 3

From 3 to 16

16,17

Reference: English 8,9.reference english
6,7,8,9

17

*References
Serial
Authors
Name of the references
1
Nguyen Hanh Dung
Some
issues
of
§ao Ngoc Loc
teaching
method
VuThi Loi

innovation
2
Nguyen Van Loi
-English textbook 6.
Nguyen Hanh Dung §ang Van - teacher’s book 6
Hung
Than Trong Lien Nhan
3
Le Thi Thanh Quy
- Lecture design 6
Le Thi Diem Tu
4
Le Thi Diem Tu
Pham Thi Tuong
5
The group of authors
Regular
training
materials for teachers
6
Adrihers- Adrian doff
A
training
course
teachers
7
The ELTTP methodoloyy
course
8
Draft version

Lesson plan
22


CATEGORY

EXPERIENCES HAVE BEEN RANKED C OR HIGHER BY THE
PROVINCIALAND DISTRICT LEVEL EDUCATION AND
TRAINING INITIATIVES
Fullname:.........................................................................................
........
Positions and work
place:.................................................................................

TT

Names of the topic

Rating
rating

Output
results
type

School
year

1.

Rèn luyện kĩ năng đọc cho

Cấp huyện

C

2.

học sinh lớp 9
Một số phương pháp giới

20032004

Cấp huyện

B

3.

thiệu ngữ liệu mới
Phương pháp dạy một tiết

20052006

Cấp huyện

C

4.

luyện nghe cho học sinh lớp 9
Teaching conversations Cấp huyện

20092010

C

20172018

5.

...

23