Sáng kiến kinh nghiệm Tiếng Anh lớp 6

I. PREFACE
1. The reason for choosing topics
	Vietnam is on the path of innovation and strong integration with the world. In many areas we already asserted its position in the international area. Vietnam has been a big part in keeping global security and regional stability, development of the world. Vietnam Goods crossing the border carrying aspiration to conquer the market, ready to cope with challenges. ..
	In such success, branchs education plays an important contribution, especially in English is always the key role of international integration door. Indeed, the language is the number of people using the second most in the world is the language of commerce, the aviation industry, tourism, services .... Together with Informatics English is the universal key to open the door to help the candidates agencies, domestic and foreign enterprises, the safety helmet against unemployment is at risk of outbreak today.
	Deeply aware of the role of English in life, every year the Department of Education and Training regularly organizes workshop for teachers to reach out to change the content of the program, the teaching - learning efficiency in order to constantly improve the quality department. During the direct teaching I realized that the skills of listening, speaking (especially listening skills) not bring positive results, the quality of many more listening, speaking not meet the requirements under the direction communicate today.
	Typically, a class is divided into three main sections: in all (Warm Up) and introduce corpus (Presentation); Practical activities (Controlled practice) and (Free practice); end includes integrated activities on the knowledge, skills are introduced, practiced in the previous section (Post), also know as (PPP). Many teachers have done a very good lesson for reading and writing skills, but they have difficulty making up the class with the remaining skills (listening, speaking). Within the scope of this topic I would like to mention the difficulties of visual from the teaching perspective, and find their causes in order to offer some remedies to help students overcome difficulties especially in the early stages when learning to listen.
2. Research Objectives
	Research the difficulties of comprehension lessons in grade 6, and find out the cause and assume measures to improve the quality of an English class in junior high school.
3. Subjects of study and research scope
3.1. Study subjects
	Students in grades eight in Cam Tan junior high school 
3.2. Scope of Research
Research a lesson listening skills in English class in high school 6 junior Cam Tan.
4. The method and time study
4.1. Research Methodology
	The theoretical research methods: analysis, synthesis, comparison, classification, materials research.
	The empirical research methods: understanding, observation, interaction with students, pedagogical experiment.
4.2. Time study
- June 2014: planning study
- July, August 2014: building research proposal
- 9.10 May 2014: Analysis, synthesis, comparison, classification, research and write an outline document
 - November, 12 2014: understanding, observation, interaction with students, teachers and wrote experimental subject in detail.
May 01, 2015 02: complete topic.
II. CONTENTS
1. Status of the problem
1.1. General Situation
	In recent years, education has many innovative programs in textbooks and teaching methods. However, teaching and learning in many schools are still heavily targeted examinations "chasing performance" learn to perform, teach to the test. Therefore, teaching mostly passive one-way communication, providing simultaneous nature of knowledge, theoretical, far from practical, focused knowledge refresher meet the test examinations, not really attention to the formation of self-study habits and self-knowledge discovery and development of innovative thinking, ability to solve problems for the school.
	The determination of the content of the lectures focus some teachers not meeting the requirements of the standard of knowledge, skills, knowledge imparted to the students not to use flexible and efficient means and equipment teaching as required by article therefore not encourage the creativity of the students, not to encourage efforts to reach each student in each class.
* Cause
	From the real full moon owl can see from some of the following reasons:
Still some teachers not equip a system, all of the steps to the class, implement innovative teaching methods confused. Many teachers focus on innovation teaching methods external form, and pay little attention to the content inside.
	Vehicles, equipment used for teaching in schools lacking unfavorable for innovation teaching methods 
	The life of the part of the teachers are difficult, no more time investment lesson.
The engine of the many bars of student learning is not possible, students are already familiar with passive learning style, dependence, school wardrobe, learning differences, is not ready to participate actively with the learning content, not self-assess the quality of learning itself with the requirements of the program and the demands of society.
	The method of teaching experience not practical, not going into specific sections and has not been widely applied.
1.2. Definition of Listening
	Anderson & Lynch (1988: 21) provides a definition of comprehension as follows:
'Listening Comprehension means understanding what the speaker has said. The listener is particularly important role in the process by listening to apply their diverse knowledge analyze what he heard to be able to understand the speaker's spokesman. '
	Wolvin & Coakley (1985) defines hear more simple way: "Play is the organ of hearing to receive, process and determine the message of speech. '
	The definition of comprehension, according to Van Tan, Nguyen Van Dam (1997) in the 'Dictionary of Vietnamese' is given as follows: 'Listening is a process in which the auditory receptive to external sound and moving it to the central nervous system. Here, the sound is analyzed and converted into signals transmitted to the senses help shape the human reflex to the sound. '
	The above definition shows that listening is a problem-solving skills (problem-Solving) complex. The task of listening is not only receive sound, but it also requires the analysis and determine the message of speech.
2. The difficulties encountered when listening.
2.1. Failure to recognize the sounds of English
2.2. Restrictions on vocabulary
2.3. Lack of focus when listening
2.4. It is difficult to grasp the main idea of ​​listening
2.5. Need heard many times
2.6. Do not keep pace with the speaker
3. Some common problems of students in learning to listen
	By listing the difficulties of the subjects learned to listen to the views of the scientists mentioned above, I have built up the questionnaire to gather factual information service process research to find out the difficulties that students often encounter in the course of listening skills.
According to the survey results of 50 junior high school students in grades 8 Cam New school year 2013-2014, the three most common difficulties in learning to hear that: (1) Failure to recognize the sounds of English (49%), (2 ) Lack of focus when listening (57%), (3) It is difficult to grasp the main idea of ​​listening (71%).
3. Main causes
3.1. The cause of the failure to recognize the sounds of English
3.1.1. Not distinguish between homonyms and words that sound similar
3.1.2. Confusion between form and negatives confirmed
3.1.3. Some effects pronounce words in the English string.
3.2. The cause of the lack of focus when listening
3.2.1. poor health status
3.2.2. lack of experience in listening comprehension.
3.3. The cause of the inability to grasp the main idea of ​​listening
3.3.1. regardless of the information required to listen to the remaining information
3.3.2. not be the main reason of all to hear from those important words.
4. Remedies
	The solution is given in this section are derived from primary cause difficulties for students with hope can help them overcome difficult part, finding the most appropriate method for herself during learning listening skills.
4.1. The solution to not recognize the sounds of English
4.1.1. How to distinguish between homonyms, words that sound similar
- Based on pronunciation
	This method can be applied effectively to the words that are pronounced almost the same as they have the accent falls on different syllables, eg thirteen / thirty and short length of the sound is different, for example, 'ship / sheep', 'fit / feet'.
- Based on the meaning of the sentence and the function of the word in question
	The homonyms are pronounced exactly the same, very easy to confuse the listener, for example, some / sum, I / eye, son / sun. Besides, there are homonyms and co-writing different meaning (homonyms) as left, flat, saw, play. Therefore, the school should be based on the function of the word in a sentence, the sentence structure is made up from there, especially in the context of the (context) to infer and selected from true.
For example:
	Question: Which has the closest answer to the statement nghĩa?
Tapescript: The man was fired for overlooking the security checks.
Answer choices: a. The man was tired vì he overdid his work.
                              b. The chicks Were overcooked.
                              c. The man lost his job he did not check the vì security.
                              d. The tired man looks over the check for mistakes
In the options given above, it is difficult to distinguish listeners' fired 'to' tired ',' overlooking 'the' overcooking, 'checks' to' chicks'. However, from the world of 'tired' is 'of' rather than 'for' should be able to remove selected 'a' and 'd'. Moreover, the 'security from the right chicks'khong means to be' security checks'. In addition, the 'security can checks' not' overcooked 'should be selected' overlooking '. Hence the selection c is correct.
4.1.2. How to overcome the confusion between form and negatives confirmed
	In English, to negative, people often use the verb in the sentence. In addition, the negative form of the word can also be created by affixes (prefixes or suffixes) as in impossible im-, il- in illegal, the dis- dissatisfied, -less in careless.Do that, to avoid confusion between form and confirmed negatives in the test, students need to pay special attention to the sub-prime, the verb as well as a number of other factors such as the tone of the speaker and the context of the .
For example:
Question: Which has the closest answer to the statement nghĩa?
Tapescript: The Researcher is not at all dissatisfied with his findings.
Answer choices: a. He is pleased with his result.
                                      b. He is not satisfied with all his work.
                                      c. He found all his work mà was not satisfactory.
                                      d. He satisfied all the panels of his findings.
In this example, the listener must distinguish two from 'satisfied' and 'disatisfied' to choose the correct answer. Considering the options given (answer choices) before the listener can hear it out immediately from 'satisfied' is not the right word to listen for the answers that b and c are the same. In addition, the sentence is negative twice affirmed that it brings. Additionally, answer d (HIS findings of the panel) does not mean as saying in a statement disk should be the correct answer.
4.1.3. How to overcome some influence on the pronunciation of the English word string
Anne Anderson and Tony Lynch (1988) noted that some influence on the pronunciation of the English word sequence as a weak form of the pronunciation of the word function (weak forms), the phenomenon of shortened words (contractions) phenomenon swallowing sound (elision), the phenomenon of negative connection (linking), ... cause many difficulties learners to hear, especially with the new language learning. Therefore, students should be familiar with this phenomenon by looking for common learning examples and characteristics of each phenomenon, set pronounce the phrase, writing journals to remember.
	For example: 1. How to pronounce weak form (weak forms) common in the speech chain fast and sometimes ritualistic as: wanna, hafta, kuz, gonna, dunno, don'cha know. This is a shortened form of 'want to, have to, vì, going to, do not know, do not you know.'
2. 'kind of' and 'sort of' sometimes shortened to 'kinda' and 'sorta'
3. The verb 'would like, can, unfortunately, Will, would, ought to, so on and so forth' is often shortened in the sentence.
4.2. The solution to the lack of focus when listening
4.2.1.Tranh or overcome poor health
	Health status is not as good as illness or loss of sleep, lack of sleep can cause students to lose focus when listening. Thus, the listener needs to avoid infection, if accidentally infected need to find ways to overcome and avoid sleep deprivation before heard, especially before exams.
4.2.2. Regular practice listening
While listening, a listening experience always has many advantages over those who hear so little experience in the practice, they have formed a number of skills. Therefore, to improve listening comprehension, language learners should be actively practicing in a reasonable manner and method. By regularly practice and exposure to the material level change from easy to difficult, with time, the school will be formed and listening skills. Students can use a number of materials suitable as follows: (1) Listen Carefully (Jack C. Richards), (2) Ship or Sheep (Ann Baker), (3) Listen for it (Jack C. Richards, Deborah Gorbon, Andrew Harper), (4) Three or Tree (Ann Baker), (5) Think First Certificate (John Naunton)
	To practice pronunciation section, students can go to the following Web site:
In addition, students can also visit the following Web site to practice listening to:
http: // www.eslhome.com/esl/listen/
http: // www.nclnc.org/essentials/listening/developlisten.htm
4.3. The solution for hard to grasp the gist of listening
4.3.1. Differentiation of information needed to hear (the relevant points) with the remaining information (irrelevant information)
	Typically, before the hearing, the audience never has a short period of time (1-2 minutes) to read through the questions ask or listen to instructions in tape or disc. If the most of the questions and instructions, learners can speculate information to grasp and theme of listening, so the listener can apply their understanding to be prepared before the vocabulary and sentence structure some necessary. If you do this well, the amount of information to remember is reduced, the listener will somewhat distinguish the information they need to listen to the important information in the article.
4.3.2. Reasoning is the gist of all important words heard
The important word in all the words by which, the audience can infer the main idea of ​​listening. Often these words are emphasized in question or can be repeated several times in the article. Therefore, the listener should be based on some sign language (discourse markers) to capture the gist of listening.
For example:
	The phrase refers to the main list is: I would like to emphasize, The general point is cần remember, It is Important to note that, I repeat that, Another thing is, Finally, That is, Now, ...
	The phrase is used to enumerate examples are: như, Let me give you some examples, For example / instance, I might add, spoint To illustrate the implementation, ...
	The phrase is often used when referring to these issues are not important: By the way, I might note in passing, ....
	Also, to be able to remember all the important information in all, people need to hear the recording (take notes). However, the need to arrange for the appropriate journal entry for ease of use and to avoid confusion.
III. CONCLUSION
	We can say that listening skills crucial role in the process of learning a foreign language because it has a very positive impact on other skills such as speaking, reading, writing, pronunciation practice, and help develop vocabulary . The fact that students encounter many difficulties in the process of listening. To overcome these difficulties, the teacher needs to find out the cause of it so that there is a reasonable settlement. The solution given in this subject can be effective if applied correctly. However, it is important that teachers themselves must help students perseverance, persistence, choose the appropriate method in accordance with qualifications and their circumstances.
	Above are some measures to improve the quality of the teaching hours listening. But in the process of writing initiative certainly has many shortcomings hope you master, specific feedback so that we can learn from each other in teaching.
Sincere thanks!
I undertake initiatives this experience is what I write, no copy of one
Cam Thuy, January 10. 03. 2015
The writer
 Bui Van Trung
CONTENT
Contents
Page
I. PREFACE
1. The reason for choosing topics
2. Research Objectives
3. Subjects of study and research scope
3.1. Study subjects of Research
4. The method and time study
4.1. Research Methodology
4.2. Time study
II. CONTENTS
1. Status of the problem
1.1. General Situation
1.2. Definition of Listening
2. The difficulties encountered when listening.
3. Some common problems of students in learning to listen
3. Main causes
4. Remedies
4.1. The solution to not recognize the sounds of English
4.1.1. How to distinguish between homonyms, words that sound similar
4.1.2. How to overcome the confusion between form and negatives confirmed
4.1.3. How to overcome some influence on the pronunciation of the English word string
2. 'kind of' and 'sort of' sometimes shortened to 'kinda' and 'sorta'
3. The verb 'would like, can, unfortunately, Will, would, ought to, so on and so forth' is often shortened in the sentence.
4.2. The solution to the lack of focus when listening
4.2.1.Tranh or overcome poor health
4.2.2. Regular practice listening
4.3.2. Reasoning is the gist of all important words heard
III. CONCLUSION
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