A number of the measures to promote the positive English learning for students grade 9 at Nga Truong secondary school

INDEX
Content
Page
1. Introduction
1
1.1. The reasons fo choosing the topic
1
1.2. Purpose of research
1
1.3. Subjects of study
1
1.4. Method of study
2
2. Content
2
2.1. Theore tical bases
2
2.2. The reality of issues before appling
2
2.2. The result of The reality
3
2.3.Solutions for problem solving
3
a. Use intuitive visuals for each lesson
4
b. Using different tips, and how to organize different activities in each part of teaching and lesson 
4
c. Designing games based on software utilities such as violet, microsoft office powerpoint to introduce or consolidate lesson is also excited for all students at different levels.
9
d.General - Commendation – Award
9
2.4 The results of intiative experiment in operations for education
11
3.Conclussions and proposals
12
3.1. Conclussions
12
3.2. proposals
12
1. Introduction	
1.1 The reason for choosing the topic: 
With international integration, many countries are increasingly being used for English becomes the native language of many countries, is the language of communication between people with people all over the world.
In addition to the mother tongue, the Vietnam was regarded English as a second language of communication, attached importance to and put the program in English as a compulsory subject in all schools, even from primary school.
We also identify clearly the location of the subjects for the development of the whole society: is a tool that facilitates integration with the international community and the region; access to international information and technical sciences; reaching out to other cultures as well as the major international events. Ministry of education-training gives objectives for the subjects: English intermediate program to form and develop in students the knowledge and basic skills of English and intellectual necessary qualities to continue studying or go into labor life.
The new change of textbooks and teaching methods is an objective requirement designed to help people learn the system of knowledge and they have more dynamic, creative and intellectual capacity in development at a higher level, requiring the teaching must invest much research that aims to help students to acquire the basic knowledge. Meanwhile, Nga son is a place where learning conditions, students are also difficult, particularly furniture and learning materials are limited, the children have not had the opportunity to participate in the courses of English, yet there are conditions to communicate with foreigners, the press information is low. So learning and communicating in English of the children became very difficult, especially the passionate excitement of their English learning is more and more decreased. 
To overcome these limitations on I've boldly take out "A number of the measures to promote the positive English learning for students grade 9 at Nga Truong secondary school ", so that the children can see how exciting English.
1.2. Purpose of research
Creating the love for students to learn subjects better, interpreting knowledge easier, helping them practice being with you and the people around them, the skills of listening, speaking, Reading, writing and more perfection to the children are really confident when communicating in English with the Vietnam people and foreigners.
Helping students with admissions and the exchange of information, improving your English, understanding more about the society, creating for the children of the habit which has immediate response in the language of communication.
1.3. Subjects of study
Learn the subject grade 9 students for the school year 2016-2017, and the method of English teaching at Nga truong secondary school to find out the cause and solution for promoting English learning positive properties of grade 9 students.
 1.4. Method of study: 
- The method of investigation: understanding in students (swap, meet students), learning from the teachers.
- Experimenting, collating, analyzing, comparing actual figures with reasoning.	
- To sum up experience.
2. Content
2.1. Theoretical bases
 If we want to promote a positive attribute of student learning, then first of all we must understand a positive pedagogical thing, manifest the high exertion in many aspects in learning activities and come to computer learning positive is said to count the positive perceptions, it is manifested : Students wish to acquire knowledge, skills, applied skills to communicate, inspire learning, from here they will selfstudy,the experience accrued actively (grammatical rules,words) to imitate, reproduce, inquire how to behave and respond creatively in communi -cation situations. Students actively choose and manipulate knowledge, proper thinking to have the necessary language behavior, be consistent with the circum - stances of communication, know and perception reveal his understanding verbally, through article language. The children know how to work in pairs, in groups, in partnership with you as needed in the course of the training required by language teachers. Students look forward to contributing more new information acquired from different sources, sometimes beyond the lesson Three positive attribute expression levels of learning are: 
 IMMITATION EXPLORATION 	CREATION
 From positive thinking to creative thinking is the result of the continuous operation of both teachers and students. Teachers should find the right teaching method, which is the way to teach learners towards the learner, helping the learner to work in order to be aware of, actively promote, take initiative, create, create a chance for learners to explore, discover and discover knowledge against passive learning habits. The Goverment states: "To strongly renovate the method of education and training, overcome the one-way communication and train the creative minds of learners. Gradually apply advanced methods and modern means to the teaching process, ensuring the conditions and time for self study and self study for students. To strongly develop the self-study movement, to train itself regularly and broadly among the entire population”. " This is the encouragement of active teaching views, which reflect the "learner-centered" teaching-learning concept’’[1].
 In order to do this well, the teacher needs to build a collective self-learning class. From here, they see the importance of self-discipline in learning and feel like learning, competing in learning. The success of a lesson depends very much on the students.
2.2. The reality of issues before applying the initiative experience
a.About students:
 The developmental structure of the eighth grade book onwards has changed. If in grade 6 and 7th, listening, speaking, reading, and writing skills are learned in a combination of different practice steps,but beginning in Grade 8, these skills have started to be learned separately. Get more specific through the sections: Speaking,Listening, Reading and writing.
While their English is limited, they are afraid to engage in communication activities. Some children feel depressed in the practice of complex skills such as reading comprehension because they are new, abstract and unpredictable, or writing skills because they are difficult to express thoughts, Personal ideas in written language, the grammatical structure is uncertain.
 They do not know what to do at home for the next class, there are teachers for homework assignments, there are also teachers who do not deliver anything. Teachers deliver assignments home but are too difficult for them to do, some students refuse homework though the exercises are easy. Students do not study or write new lessons before class even if they do not know what the lesson is about. Some of them are giddy about their lack of enthusiasm for their studies. The majority of children do not have the condition of learning foreign languages
b. About the teacher: 
I myself as well as participate in some lessons, I see teachers have many shortcomings in the promotion. English teaching innovation method requires teachers to invest a lot to learn effectively. While some teachers teach no aids, such as teaching the "Getting started + listen and read - Unit 4" English 9 that teachers use only each book to teach is not able to attract the interest of learning. Some teachers are not really enthusiastic about their careers,they have not yet forward or they do not actively develop their knowledge. Teaching in a new way requires us to spend a lot of money on lecturing, some teachers do not follow the stereotype, some teachers teach the old way that not to work in group, in pair. In addition, the teacher has not paid attention to the weak students for fear of not finishing of the lesson . Instructing students of the teacher at home has not really paid much attention to the situation, so students do not know what to do or how difficult it is.
c.About the school :
The facilities are not really adequate, the teaching materials are lacking, the reference books for teaching are still few. This is also a disadvantage for teachers and students. 
2.2. The result of The reality 
I conducted for grade 9 to take the test of quality survey early in the year and the results are as follows:
Class
Total
poor
Weak
average
Good
Excellent
SL
%
SL
%
SL
%
SL
%
SL
%
9A
24
3
12,5
12
50
6
25,0
2
8,3
1
4,2
9B
25
2
7,7
10
38,5
10
38,5
3
15,3
0
0
2.3. Solutions for problem solving: 
The following are some of the methods that I have taken in teaching English in the 9th grade in the school year 2015-2016 and in the first term in the school year 2016-2017 at Nga Truong secondary school.
a. Use intuitive visuals for each lesson
   Visual materials play a very important role in stimulating student learning, making it easy for students to gain knowledge, stimulate curiosity, and discover students. Each skill has different utensils. The most important thing is to teach the preparation of the lesson and carefully prepare the lesson to find the most practical items that fit the content and style of the lesson. 
 For example, when we teach unit2: speak (page 14)[2]
If we only hold a textbook to teach, students will be very bored. Instead, we use costume pictures or real clothes which students are wearing , they will clearly see the difference between the different clothes, so that Students say easily.
b. Using different tips, and how to organize different activities in each part of teaching and lesson.
A more effective learning, the excitement of students demanding teachers need to have invested a lot of effort and time to collect documents, images related to the subject, constantly updated information to support the lectures. Before preparing for a teaching, teachers must carefully study the content of the lesson, then he adds and expands his knowledge about content to teach, prepares some accessories for teaching in the direction that teachers who want to develop the lesson. Today,with the advancement of scientific technology, the audiovisual media and more modern applications to serve the teaching as the beautiful colorful pictures, or the electronic media, Informatics, films, street lights, computers are the good conditions for teacher in teaching. In addition teachers can use other media so that searches in schools, or families can do to use in teaching. With such preparation, the new teacher can make up the class as the suggestion, catalyst, motivation, mentor in arbitration seeking excitement, debates of the students. Moreover in the different sections requires teachers to use various skills to avoid the boredom of excitement for students. The following are some of the skills used in different classes:
b.1 Teaching (Getting started)
In English 9, the introduction is shown in Getting started. The purpose of this section is to make the student feel interested in the topic of the lesson, and to review the knowledge they have learned which related to the new lesson, or to have the teacher create the necessary communication needs. For the activities of the new lesson.
 Getting started usually takes a short time on the whole lesson, but it is very important. It aims to prepare the psychology, the knowledge for the new lesson, stimulate the relevant knowledge of the relevant students needed for the new lesson, to stimulate the new lesson, to create the easy atmosphere. Between teacher and student. So to do this, teachers need to be flexible in using different tricks and different ways of organizing things:
 Procedures
- Look at the picture answer the question	
Example: when we teach to students with the topic“ A visit from the penpal ” [2], the teacher asks students to look at the books, list the places you can visit: 
going to Hung Temple
visiting the museum
visiting the Temple of Literature in Hanoi
eating out
going to Dong Xuan market
going to the theater
The teacher elicits to students talk about the other places they know:
Hoan Kiem Lake, History Museum, Ho Chi Minh's Mausoleum, Lenin park, The Botanical Gardens, Churches, Ho Tay water park...
After that teacher repeats some structures they have learned to help students answer questions “ What activities would you do during the visit? ”
Matching:
 Example: unit8:-celebration- match the symbols to name the dates of festival (peach branch symbol - New Year's Day, heart- wedding, lion head- Mid-Autumn Festival ...) 
Look at the pictures to talk about the new topic.
 For example, to teach Gettting started in Unit2, english 9, I draw six pictures in the book, colored it beautifully and let the students play the game:
Where does she/he come from ?
- In this way I have caught the attention, focus of students and stimulate the need to communicate in English for children. They can look at the picture and think of activities in English quickly .
- What is she wearing? She’s wearing Kimono. 
- Where does she from? She’s from Japan.
* The organization of the class:
- Students work in individual,in pairs,in groups or between the teacher and the whole the class. Asking and answer based on the picture should be discussed in pairs or in groups. Matching should be worked individual after that they can share their ideas to their friends.Discussing can be both teacher and students about the learning topic.
b.2. Introduction (Listen and read)
Introductory material can be an introduction to relevant content of the lesson topic, which may include vocabulary, grammar, or language functions through dialogue. Teachers need to coordinate with pictures and visual aids to clarify the context and context of the conversation, thereby clarifying the meaning of the new word or the function and usage of the new structure. Note enabling students to discover new information through suggestive tips to help students understand the lesson in an active and positive. 
* To accomplish this part of teachers should master the following techniques:
- The technique of teaching positive words (visual, visual, explanatory, eg, synonymy, antonym, translation).
- Passive teaching techniques (grafting, jigsaw, combining explanation, guessing questions.)
 -Tutorial Technique: Drawing out a new sentence or structure. Help students understand the meaning of the sentence, how to use the sentence pattern, sentence structure and how to pronounce the sentence to have practice or homework cards. Teachers should use selective questions to help students understand the information that is most effective. For example, when teaching suggestion structure : "I suggest taking a shower.”[2]. The Teacher asks students: Do I say “I suggest taking a shower.” or “ I suggest take a shower.” ?
- The technique of teaching listening and reading
Pre-while-post listening, reading Technique helps students understand and master the information of dialogue or monologue.
* How to organize classes:
- Students work individually, in pairs, in groups, or with their classmate.
Individuals work when looking for information to understand the article. Group or workgroup when exchanging or sharing information. Especially when reading aloud sample texts, students need to work in pairs.
b.3. Teach listening (Listen)
Teachers should perform three listening steps (before listening, while listening and after listening) and should be grouped by student level, combined with pictures and games to hear lightly. For students to listen to the end of a turn, do not break. Simple listening sections (name, age, classification) should be left to the average student, weak, under-detected; The listening section is complicated so students are good at answering (description, explanation, comparison).
 For example, to teach Listen-Unit 2- english 9, I prepared some pictures of the costume and asked students to describe Mary's costume after listening. With this preparation, students can listen and speak easily.
b.4. Teach reading skills (Read)
        Teachers also perform three steps of reading instruction (before reading, while reading and after reading). Teachers should simplify the reading by giving some simple exercises such as giving some T/F statements, rearranging sentences according to the sequence of sentences Ordering, using pictures and asking questions for students to guess the content, asking the students to put some questions they hope the reading will answer. To avoid boring, the teacher should change the procedure to match the content and type. The readings in the 9th grade book are relatively long with plenty of new words, so the preparation of the students' homework is extremely important. Teachers should specifically instruct students what to do before the lesson. New in the teach	er's intent such as compose new words according to type, find the topic read, contact the actual ...
For example, to teach the Getting started- Unit 6, I do not use common T / F statements, comprehension questions (Lucky numbers), for which I have students guess the content of the lesson in the form of Networks. . Have students work in groups, write up. After reading the content, the two groups continue to add comments on the board to complete and each person in the group can only be posted on the board once written. That is, it attracts most students to participate actively.
 Deforestation
The environmental problems
 garbage dump	 air pollution
 water pollution	spraying pesticides
 b.5. Teach Writing skill (Write)
        The teacher also performs three steps to teach writing (pre writing, while writing and post writing). Teachers can stimulate the interest of students in writing using visual aids, illustrations on the topic of writing, setting up a case for writing, discussing what the lesson is about: a letter or a story . The teacher needs to do a good tutorial through the reading exercises by telling the students to speak in pairs, asking a group of questions, playing some language games, telling a story once the teacher has Out line or Key Expressions on the board, ask the students to use the outline or the key board as the basis for the writing. In addition, the preparation of students is equally important in writing so teachers should suggest the questions ahead so students have time to think. Ask more questions related to the topic. Educate students about vocabulary to serve the content they need to write, assign students specific homework to improve their writing skills.
For example: Before teaching the Write-Unit 6- English 9, I ask the students to prepare at home in advance: Please name the parts of a letter, prepare these words and phrases to complaining, solving, action in the future.
When students prepared before at home, the teacher can give the student a quick write and without the student having to revise the Unit 5. This will save the teacher money. Time and students can participate actively in answering questions positively because of the anticipatory preparation and the same way the