Sáng kiến kinh nghiệm Improve English listening skills in high schools

 Inspire, attract, attract students.
b- Teaching techniques (Listening Techniques)
The method of teaching listening is regulated by the content of listening, in other words, the content of the lesson is listening to the selection, applying the methods of teaching and listening. Each teaching technique is suitable with specific forms of teaching (teaching grammar, teaching speaking, teaching writing)
c. Equipment for teaching and learning for listening:
-The use of equipment to support teaching pictures for foreign languages ​​in general and English in particular is considered a means of expressing a part of the main content of textbooks. In all units lesson program new textbook content
The song is recorded in a cassette tape, and the textbook only records listening exercises. In order to perform well these listening exercises, learners must listen to the contents of the lesson in the tape. Moreover, teaching equipment is also a positive means of innovating teaching methods, motivating motivation and stimulating learning.
-The equipment needed for the subject:
+ Transceiver cassette tape.
+ Recorder for reading and listening.
+ Painting pictures illustrating lesson content in textbooks.
+ Photos, objects created by teachers ...
+ Application software such as AI, projector, interactive board ..
d. Students:
 In the relationship between how to teach and how to learn: Teachers are nests
students, control, students self-mastering knowledge with their own manipulations, intellectual actions under the role of teachers.
In order for the lesson to be heard well, students need to have the necessary skills in listening in English.
II-CURRENTLY TEACHING TO LISTEN TO ENGLISH LANGUAGE TRAINING AT HUONG HOA HIGH SCHOOL.
1. Advantages:
Although there are objective and subjective conditions that directly affect the teaching process, we have overcome the shortcomings, step by step improve the quality of English teaching hours to meet purpose, new program.
a. For teachers:
- The first step is to approach relatively good use of specific teaching techniques -listening techniques.
- Being used and active with the way to organize a lesson to teach listening.
- Flexible coordination of teaching techniques.
- Create a variety of teaching aids suitable to the content of lessons, so many teaching lessons become lively, charismatic and highly effective.
- Using modern teaching equipment to serve the process well : cassette tapes, phototherapy ...
b. On the students side:
-Students familiarize themselves with listening.
-Many students have heard and recognized the voice of native speakers.
-The majority of students have heard simple listening content.
-Some students have formed skills in learning.
2. Exist:
a. Teachers:
- There are still some teachers encountering certain difficulties in performing listening and teaching techniques, in selecting techniques to suit each lesson period, each stage of teaching period, and also afraid of using or not proficient in teaching aids for listening lessons (software, interactive tables, labs)
b. Students:
- The motivation for listening in English is limited.
-Many children have few opportunities to listen, have little access to mass media, and can listen to English.
-Some of you are afraid to listen and speak in English, afraid to make mistakes.
- Students are not familiar with the speed of reading and speaking in English tapes.
c. Convenient teaching aids:
- Teaching aids for teaching are too few: pictures, radio ...
- Quality tape is not good.
d. Specific investigation:
-In the teaching process, I myself took the 12th grade
save the characteristics of the students' learning situation while taking lessons. From the beginning of the school year I have guided myself to a specific plan and method
proactively investigating the learning situation of students who directly teach. Through the investigation, I realized that most of the students have a poor vocabulary, listening and communication skills
English reception is limited. The survey results are as follows:
Grade
Total
Gifted

good

Average

weak

poor



amount
rate
amount
rate
amount
rate
amount
rate
amount
rate
12A2
39
1
2,56%
5
12,8%
10
25,6%
14
35,8%
9
23%
12B6
36
0
0%
2
5,6%
11
28,2%
12
31,7%
11
28,8%
11A1
44
3
6,8%
11
25%
16
41%
8
18,1%
6
13,6%












III. SOME ACTUAL SOLUTIONS TO PROGRESS A HEALTHY HEARING
1. Plan a lesson to hear:
a. For teachers:
In order for a lesson to be heard well, the teacher should take the following steps:
-Studying the contents of lessons taught from textbooks, teacher books because textbooks, book of teacher are an important basis for teaching teachers to teach lessons. The careful study of textbooks and book of teacher will help teachers organize and control teaching lessons mind, focus, time distribution for steps, activities in a scientific way.
- Study the purpose of the lesson: Purpose, requirement of lesson is the goal that teachers and students need to achieve after each lesson. For listening lesson,
 Usually the purpose of the lesson is to help students practice and develop skills: Listening Speaking, Reading and Writing (in which listening skills are mainly). After finishing listening to the students understand the main content of the listening and perform some language requirements or exercises.
-Choose and coordinate listening techniques in a flexible and appropriate way (based on the content of teaching, score, capacity of the class and stages in the listening process: Pre- listening, while listening, listening. In each stage, there are specific listening techniques.
-Good use of teaching facilities and equipment for listening lesson:
* Using clay sand machine:
+ Before performing the teaching, it is necessary to prepare the machine well, clear tape and spare battery prevent power failure.
+ Must ensure safety when operating
+ Considering the necessity, effectiveness, specific time for each stage ...
* Using illustrations:
+ Channel in textbook: One of the strengths of the textbook compiled under the new program is that there are many illustrations. Utilization to the extent maximizing the pictures in the textbooks and the Internet to help students understand the lesson is important.
+ The illustration must have a close relationship with the content of learning.
+ Need a reasonable and scientific lesson: Teachers need to plan clearly activity, game activity, requirements of each exercise, payment options suits to students' words
+ Discuss discussion about teaching plans with colleagues.
b. With students:
The teacher asks students to be well prepared for the next lesson by:
-A system of fat questions about lessons that you are about to learn for students to have time to think, learn materials.
- Ask students to do some exercises related to the lesson content.
- Encouraging and motivating students to be confident, proactive and creative to raise questions
related to the lesson.
2. Good implementation of listening process
 The process of a listening lesson includes three stages: Pre-Listening, While-Listening, and Post-Listening. This process not only helps students understand the lesson but also helps them use listening skills in real communication. But the prerequisite is that teachers need to clearly identify the purpose of each specific listening lesson so that they can guide students to perform well in the next stages.
a. Pre-Listening: 
(True / False Prediction, Open Prediction, Ordering, Pre-Questions)
This is the stage to help students navigate, think about the topic or situation before the students hear. This period:
-The teacher should create a sense of preparation for the students by asking questions about the subject, asking the students to observe the picture, read the words and guess what topics they will listen to, who is going to tell who ...
-The teacher can ask students to work in groups to predict the content about to hear through pictures or listening situations. Maybe they say incorrectly to what they are about to hear but the problem is that they are interested before listening.
- Teachers help children anticipate difficulties that may be encountered in new pronunciation or structure, background knowledge.
-Finally, the teacher will tell the students how many times they will hear and guide the task request when listening (choose right, wrong, answer questions ...)
b. While-Listening: 
(Selecting, Deliberate Mistakes, Grids, Listen and Draw, Comprehension Questions)
This is the period when students have the opportunity to practice. At this stage, the teacher sets out the types of exercises, asking students to do it. Students may make mistakes at this stage so teachers need to correct students' mistakes and make correct choices.
Teachers turn on the tape or read 2 to 3 times (if the content is difficult to do more times. First help students with listening comprehension and listening content (pen down). Second time listening to the main information to complete The third time you listen to and review the exercise, the main goal of listening is to understand that students listen to the main content or detailed information and understand the attitude of the author. The teacher lets the students listen to the whole lesson to get a general idea as well as a lesson layout and homework, and then listen to each paragraph to get the result or listen to the hard places to confirm the answer. restricting students from hearing every word because doing so will make learners have a habit of understanding each word before listening.
c. Post-Listening: 
( Role -play, Recall the story, Write-it-up, Further practice ...)
This is the practice stage after listening. At this stage students use knowledge and language skills that have been practiced at the stage of "While - Listening" in meaningful, practical communication situations. After listening, students need to do some exercises such as: report to the class or group about the results of the exercises, other students listen, give feedback, or treat the lesson for you. Teachers need to combine other skills such as recall, write-it-up, discussion ...
IV.THE RESULTS REACHED AFTER THE APPLICATION
 Applying this experience initiative myself has achieved some positive results. First of all, these experiences are very relevant to the program, new textbooks; students are more interested in learning, actively and creatively to expand their knowledge, and are also very flexible in acquiring knowledge and developing skills. The learning atmosphere boiled gently. Students have the opportunity to assert themselves, no longer confused when entering the lesson. These are also the reasons for the relatively satisfactory results of the first term:
Grade
Total
Gifted

Good

Average

Weak

Poor



amount
rate
amount
rate
amount
rate
amount
rate
amount
rate
12A2
39
5
12,8%
10
25,6%
15
38,4
%
6
15,3%
3
7,6
%
12B6
36
2
5,5 %
8
22,2 %
20
55,5 %
4
11,1 %
2
5,5 %
11A1
44
8
18,8 %
19
43,1 %
12
27,2 %
4
10,2 %
1
2,56 %













V. LEARNING EXPERIENCE
After successfully applying this topic I myself have achieved significant results and valuable experiences for the coal version as follows:
1.-Teachers must always create a foreign language environment during school hours and must use English as the main language for communication. Depending on the grade and the student, the teacher can use short, simple, understandable, easy-to-remember English sentences.
-The teacher must always encourage students to use English in communicating with the learned knowledge.
-The teacher should not pay too much attention to the student's error while speaking. Let the children listen and speak naturally. Never forced students to stop talking while the student was trying to express his thoughts in English; Doing so will make you feel afraid when listening and speaking.
- Teachers should integrate English listening and speaking activities in the form of "playing and learning."
-Instruct the children to practice listening to English via radio, television ...
2. Teachers need to be attractive, attract students by means of activities, appropriate listening and teaching techniques for each stage of a listening lesson.
3. Use listening aids suitable to the content of the lesson like pictures, models. Use tapes, discs, projectors, interactive whiteboards and creative software (record an English audio track on tapes or discs 3 to 4 times. This is very convenient to manipulate and save time in class. ).
4. At the practice stage after listening, teachers need to provide appropriate exercises, with high practical communication features.
VI.THE RECOMMENDATIONS:
Derived from the theoretical, practical and teaching purposes as well as the successes and limitations when implementing the topic, to contribute to teaching English in general, to teach listening in particular to achieve better quality. than I have the following practical recommendations:
* On the basis of:
-The language learning skills must be practiced according to specific characteristics in the foreign language environment, so there should be a department room to avoid making noise for the nearby classes as well as not being affected by the noise from outside to.
-Electric system must be cultivated to ensure usefulness and safety when using.
-Provide more cassettes, cassette tapes (less radio stations, tapes and discs, the quality is not guaranteed.)
* On the top leaders:
Need to create conditions for teachers to have opportunities to exchange, learn and learn experiences through seminars.
C- CONCLUSION
At high school, listening to English in the program is a good condition for students to develop a full range of language skills. But the teaching and learning of English is "new" for both students and teachers. Both students and teachers are unavoidable. With this experience, I hope to make a small contribution to helping our teachers and students overcome the difficulties to implement teaching and learning English for better results. On my own side, I promise to continue to inherit and promote the results achieved by the implementation of the topic and at the same time constantly learn from experience, overcome difficulties in teaching to meet request to renew the curriculum, teaching methods of the Ministry of Education and Training.
 Huong Hoa, May 15, 2019.
                                                                                              Implementer
 Vo Ngoc Son
REFERENCES
1. Book of teachers and new textbooks of the Ministry of Education and Training.
2.Book "Some issues on innovation of high school teaching methods in English of the Ministry of Education and Training
3. Training materials to renovate English subjects
4.English language Teaching Methodology of Ministry of Education and Training 2003.
5. Evaluation in Education of the Ministry of Education and Training.
6. “ English Now” of the British Council