Guide 9th graders use idioms to write essays in English effectively

A. INTRODUCTION
I. THE REASONS FOR CHOOSING TOPIC.
	It is an undeniable fact that English plays an increasingly role in our life nowadays. English is not only necessary in helping students improve knowledge through reading documentary in English or exchanging understandings but also helps them communicate with the others in the international integration stage. The entire education, therefore, has the breakthrough in innovation, more and more people focus on how to learn English well. English pilot project in the period from 2015 to 2020 is under experimental time at some schools in Thach Thanh district, which puts the teachers under a lot of challenge to meet the increasingly advanced requirements of particular subjects, of society in general.
Modern English values four skills; listening, speaking, reading and writing. Although they are independent skills, they support each other so that students can improve comprehension thoroughly. In four skills, my students find writing the most difficult and they consider writing a new skill. Like Vietnamese, when students want to write a good essay, they need to have good knowledge about grammar, vocabulary which is appropriate with each type of writing. One of the most effective way to get good results in their writing is that they can use idioms. However, remembering an idiom is not easy and using it correctly seems to be more difficult. In this situation, the teacher needs to take a serious look at the teaching and learning of writing in general and using of idioms when writing an essay in particular. 
English idioms are as rich and diverse as Vietnamese idioms. In fact, an idiom can convey various meanings and how to use it correctly is a matter you should take into consideration. Therefore, using idioms reasonably will make your writing effective. After three years of struggling, I've learned from experience to form English essay article titled "Guide 9th graders use idioms to write essays in English effectively."
By carrying out this study, the researcher wishes to give a hand in promoting writing essay for grade 9 students.
Perhaps my research is certainly not perfect so I am looking forward to receiving input from all of you.
Thank you.
II. RESEARCH PURPOSES.
The purpose of this topic is to help users in English (Both teachers and students) aware of the importance of idioms in the essay as well as in communication. Make a habit of using English phrases.
Through Essay help train students in critical thinking, and their ability to synthesis of a certain problem in life.
Essay will help students expand vocabulary, ability to express more abundant. The use of the idiom when writing essays makes assays effectively in language usage.
III. RESEARCH SUBJECTS.
Audience research is geared to forging subject for secondary school students in grades 9 in Van Du Thach Thanh, essay writing skills through the use of proverbs in English.
The research focuses on two contents:
- Providing students the habit of using the idiom in English subject.
- Guide students to use the idiom when writing essays.
IV. RESEARCH METHODS.
The method I have used:
- Research methodology built on theoretical basis.
- Scientific research method: A method of observing the object a systematic way to gather information. There are two scientific observers are observing direct and indirect observations.
- Methods of investigation: A method of teachers surveyed audience Secondary school students in Van Du to detect characteristics and learning styles, ability to post.
- Experimental methods: The teacher actively impacts on students and the course of the student attendance to follow objectives, their expectation.
- Comparative method.
- Intuitive Method.
- Methods of analysis summed up the experience: As a research methodology and review the practical achievements to draw conclusions useful for practice.
B. CONTENT INITIATIVE EXPERIENCE
I. THEORETICAL BASIS OF THE PROBLEM.
Essay plays an important role in everyday life, in scientific research, as well as in schools.
English essay writing is an important skill for students to complete their synthesis capabilities. In the essay students express their opinions, their views on a particular issue in life. But how the students can write an essay appealingly and attractively?.
Applying the language of the essay is an important factor, it helps essays attractive and academic. Use expressions to write essays to write such a way, however, the user must understand the implications of the new idiom should be used because the expression in English are the sayings that are not intended to common sense, the meaning of a very different idiom literally or meaning of each word in the idiom.
What language is also a collection of idioms, phrases used to refer figurative meaning instead of literally live meaning. When learning English, understanding the common idiom will help students better reading and listening to what native people really wants to say.
In essay usually divided into 3 parts: Introduction, body and conclusion. In an essay students must have at least 5 passages, a section for the introduction, a passage to the post and the body parts are all three segments. According to the logical sequence, the intro always the owner topics that you want to say next, followed by the additional proof that the student is given at the introduction and finally summed up his ideas mentioned in the end all. To write an essay and high results, the writer must know how to use words.
II. STATE OF THE MATTER RESEARCH.
In old English programs secondary education, skills Essay are less invested by the teachers. And teaching skills are not into a separate class. So the ability to write their essays, especially, senior students are often very limited. So the cause of the current situation happened?.
1. Subject.
English is a foreign language. Applying to write essays is so often difficult for students to understand and apply well. Writing abilities in particular, writing essay needs time and asks the students to master the grammatical structure, know flexibly use of language knowledge.
 Writing essays, as well as writing a Vietnamese essay requires students external hard also to explore, to read the references to the energy-rich sentence or sexy, so learning needs a process.
The equipment of teaching assistants is poor, not matching characteristics. 
2. To the teachers.
In recent years, English teachers who have been invested more in knowledge and teaching assistant equipment. However, to meet the standard in accordance with the requirements of the subjects in English is still limited, writing is a difficult skill which asks teachers to invest more in lessons. Besides, guiding students uses the structural grammar, teachers have to guide them to apply flexible language structure. Meanwhile 9th grade - textbook old program Essay section has less and often combined with other forms of exercise no effectiveness.
Some teachers do not really care much about how to guide students to write essays because they do not see its importance or do not understand how to write the essay effectively.
The use of proverbs in English during the teacher's lectures is very limited, because teachers have not really seen the role of expression in lessons. Add to that the proverbs are fixed meaning- phrase should require users to be very careful language appropriate to the context, situation.
3. To the students.
Until now students have learnt English only in the passive form (Teachers say they understand such games), they do not have the concept of investment for subject because they consider that English is a foreign language. 9th graders of old program are even more difficult, technical English is a subject difficult it is both natural sciences, is both social sciences. So the preparation of new and old studying at home is also deal, sketchy, especially in the regular classes.
Students are not really interested in learning English now, particularly writing skills because of limited vocabulary, structures did not remember, practice led to face many difficulties.
9th grade students in the last three years, they have been accessed to English courses in secondary school. Students may not be led to the basics. Therefore the use of proverbs in English for students is difficult.
Here are some essays of students before being taught to use the idioms when writing.
Here are the results of the current situation without application essay writing using English phrases.
The survey used the idiom in academic subjects in English.
Number of students
Using effective
Use less
Never use
No
%
No
%
No
%
48
0
0
2
4.2
46
95.8
The survey used idioms in English essayist.
Number of students
Good use
Use less
No use
No
%
No
%
No
%
48
0
0
0
0
48
100
From the results of this situation, to help students get better results in the essay, I have read the document, consult with colleagues and receive information from the student to get the solution and specific measures for the application on your topic.
III. IMPLEMENTING MEASURES.
1. Create students the habit of using the idiom in English subject.
1.1. Create routines for students to use the idiom through the activities of teachers.
A 45 - minute lesson has got many formal activities, and other activities which depend on the content of the lesson. Normally, we have three main types of post are: The introduction - lesson corpus, skill lessons, practice grammar lessons. However, during a lecture, teachers often diverge the lesson five main sections are: Warm up, presentation, practice, production, and homework. Flexible use of proverbs in parts of the lesson will help the class atmosphere less tense, highly effective.
Besides the main activity in the part of the lesson, many pedagogical situations can occur during the lecture such as: Students sometimes lack of focus, or who appear tiredness in class.. Use a proverb in time is also a solution to attract the attention and interest of students learning.
In other activities, such as extracurricular activities, daily communication..The teachers should use the idiom at the same time with encouraging them to use. This approach also contributes to create idiomatic usage habit for students.
Here are some specific solutions:
1.1.1. Use idioms in lecture activities.
 I. Warm up:
Entering the class the teacher can:
 + Joking a few sentences to stir up class as:
"Out of sign, out of mind "or "No see, no feeling" or "Cleanliness is next to godliness"
+ Asking a few questions (open questions):
How are you today? Is it hot? Have you ever been to Hanoi? .......
Based on the responses of students, the teacher might say:
Today, I'm in good spirits or in a bad mood because you are good for you.
+ Or the teacher can check the old posts in the warm up, after calling one or two students to examine ex- post. Teachers can encourage students to remain calm to answer questions such as:
"Take it easy" or "Good for you" or "Never say die” or "Burning the candle of both ends" ......
 II. Presentation:
1. Pre - vocabulary:
The teacher introduces vocabulary in different procedures:
+ Suggestions from past pictures or real objects. In this case, the teacher can use the proverb "Seeing is believing" 
+ Explaining new words and asks students to guess the word. If students respond well, teachers can compliment them with a proverb "Good for you".
2. Pre - model: (if applicable)
The teacher gives some examples then asks students to make sentences then presents the model sentences. The teacher introduces grammatical sentences then writes on the board and asks students to write down and memorize. In this case, the teacher can use the following proverb to remind them all carefully documented "Better safe than sorry”....
3. Set the scene: Today we are going to learn about ...... The teacher might say:
"Turn over a leaf" or "Burning the candle of both ends”......
 III. Practice:
Teachers have students practice. During the practice, the teachers encourage students, sometimes urge them through the following phrases:
"Take it easy" or "Good for you" or "Never say die” or “Burning the candle of both end "or "Better late than never" or "Practice makes perfect" .............
 IV. Production:
- The teacher asks students to summarize their knowledge which they have learned.
- The teacher retakes again and comments the lesson by a proverb.
"Travelling forms a young man" or "Knowledge is power”................
 V. Homework:
- The teacher asks students:
+ Learn and memory components from structural learned.
+ Do the exercises in workbook.
+ Prepare the next part.
- Teachers can use some of the following proverbs to remind children of studying at home:
"Make hay while the sun shines" or "Theory accompanies with practice" or "Never say die" or "Time is money" ....
Example: 
Unit 8: Celebrations
Lesson 1: Getting started- Listen and read
 I. Warm up: Brainstormings 
Celebrations
Valentine
Christmas
- Ask students to add some more. 
- Give comment: "Good for you". 
 II. Presentation:
1. Pre - vocabulary:
- Elicit from the pictures or realities because "Seeing is believing".
	 Sticky rice cake (n) - Bánh chưng
	 Occur (v) - happen, take place
	 Live apart (v) - far away
	 Israel (n)- Nước Isaren
	 Jewish (adj)- Người Do Thái
	 Passover (n) - Lễ quá hải (lễ hành hương)
	 Slavery (n) - phận nô lệ
	 Joyful (adj) - cheerful
	 Parade (n,v) - Diễu hành, Đoàn diễu hành
- Ask students to read chorally and individaully.
- Check vocabulary: Rub out and remember
- Give comments "Take it easy".
2. Set the scene: Today we are going to learn about Unit 8: The Celebrations - Getting started - Listen and read. And now "Turn over a leaf". 
 III. Practice
- Ask students to work with a partner. Match the icons with the names of the celebrations they represent. And now you must remember "Practice makes perfect”.
Answer key:	 1. Easter 	2. Wedding
	3. Birthday	4. Christmas
	5. Mid – fall 	6. Lunar New Year
- And please "Burning the candle of both end"
+ To listen to the tape twice then read through the passage.
+ To read the passage (some students).
+ To complete the table. 
Answer key:
Celebration
When?
Activities
Food
Country
Tet
In late January or early February
Clean and decorating homes, and enjoying special food
Sticky rice cake
Vietnam
Passover
Late march or early April
(not available)
Special meal called the Seder
Israel
Easter
Around the same time as Passover
People crowd the streets watch colorful parade
Chocolate or sugar eggs
In many countries
IV. Production
- Ask students to retell the knowledge which they have learnt (Vocabulary, content of the text).
- The teacher makes sure once more and says that After the lesson we can learn much about the celebrations in the world no doubt that "Travelling forms a young man".
 V. Homework
Ask students to
+ Learn by heart the vocabulary.
+ Do exercises 1, 2 in the workbook.
+ Prepare the next lesson.
And remember "Make hay while the sun shines"
1.1.2 .Use idioms in pedagogical situations.
There are many pedagogical situations can occur during the lectures as:
+ Students lack of concentration, or expression fatigue. Teachers can remind students of the proverb:
"Bite Your tongue" or "Silence is gold" you should be all ears ...
+ Students do not write articles or do not do homework, the teacher might say:
"No pains, no gains " or "Practice makes perfect” ......
+ Students love to express and get attention.. In this situation the teacher can say:
You are in cloud nine or Please Give him/and her a hand .....
1.1.3. Use idioms in daily communication.
Besides the activities in the lesson. In other activities, such as: Daily activities, teachers can still use idioms to communicate with students. Create the habit for students to learn the language.
+ Meet and greet each other.
Long time no see how are you? Are you so far so good?
No, I'm under the weather
+ Meet and talk compliment outfits, personality..:
Good morning, Oh! You look so nice to day. Look at your wearing, I know why you like green. That why it is said that "You are what you wear".
+ Meet a student who makes a mistake like: (late for school ....) .
My dear, "Time is money”. Don't do that again...
1.1.4. Use idioms from extracurricular activities.
It is necessary that a teacher creates the interest in learning English for students so that they are keen on this subject. One of the best way to make them interested in the subject is that they can take part in extracurricular activities. At my school, we sometimes organize extracurricular periods or program in which we focus on providing idioms, how to use them in special context through English songs, articles in English. 
For example, in one class meeting, my students had a good time to enjoy the song “Seasons in the sun”.
Goodbye Papa, please pray for me
I was the Black Sheep of the Family
You tried to teach me right from wrong
Too much wine and too much song 
Wonder how I got along”
In this song, an idiom is used namely “A black sheep”. When teaching my students the song, I do the following:
+ Explain the idiom “A black sheep” (of the family) - someone who is thought to be bad person by the rest (of the family).
 + Give them example “He is a black sheep of his family. His family suffers from his over expenditure on playing games”.
+ Give some situation when the idiom is used. "You can use this idiom when writing about the disadvantages of computer games to students”.
Or in the song “Proud of you” we can see the idiom once upon a time in the 
following .
	“Star in the sky
	Wishing once upon the time
	Give me love, Make me smile
	Till the end of life
	Hold my up hold me tight
	Lift me up to touch the sky
	Teaching me to love with heart
	Helping me open my mind”
 “Once upon a time” used at the beginning of:
	- Children’s stories to mean "A long time ago": Once upon a time there was an ugly girl.
- Used when referring to something that happened in the past, especially when showing that you feel sorry that it no longer happens: Once upon a time people knew the difference between right and wrong, but nowadays nobody seems to care.
In the topic: "Talk about your memorable day" Students can use this idiom in the conclusion part: That day passed once upon a time however it is still deep in my heart.
Through “Only love” they can learn the idiom “Make up one’s mind” meaning “To decide”.
Two A.M, and the rain is falling... Here we are, at the crossroads once again. You're telling me, you're so confused. You can't make up your mind. Is this meant to be? You're asking me....But only love can say. Try again or walk away? But I believe, for you and me. The sun will shine one day. So I'll just play my part. And pray you'll have a change of heart. But I can't make you see it through. That's something only love can do..... In your arms, as the dawn is breaking. Face to face, and a thousand miles apart. I've tried my best to make you see. There's hope beyond the pain. If we give enough, if we learn to trust. 
In the topic of “Disadvantages of watching TV” students may use this idiom Because of its disadvantages, children should make up their mind on how much time watching TV.
In the topic of "The benefits of the Internet" in unit 5: The Media- Writing. Students can use this idiom to express their further ideas about Internet: Besides many benefits, Internet also has limitations as: Time-consuming, costly, personal leaking...Therefore, we should make up our mind on how to use the Internet effectively.
 Besides, articles to support my reading skill lesson provide so many idioms. In one reading skill period, my students acquire the idioms “No pain, no gain”.
For example: If you want to improve, you must work so hard that it hurts.
(Associated with sports and physical