Techniques for teaching production in the lesson Listen and Read – English 9

1. INTRODUCTION:
Vietnam is in the period of integration and openness to the world. For successful integration requires effort and struggle of all industries and of all citizens. Education is a top national policy. To contribute to Vietnam's integration is language and English is one of them. Each country has its own language and English is the international language as it is used in almost all areas of the world such as trade, sports, aviation, science and technology.
Along with the great changes of the scientific and technical revolution, our country is the "transformation" in the period of industrialization and modernization. Vietnam is striving to become an industrialized country by 2020. Faced with that reality, the education and training sector is facing new opportunities and challenges. It requires innovations in the educational system of the country.
Therefore, nowadays teaching and learning English is increasingly more important. Each family and each person has a sense of the importance of learning English.
 Learning and using English as a foreign language will contribute significantly in the construction and development of the country, bringing the country to catch up with the progress of humanity in the 21st century.
For our country, learning English has been focused at all educational grades. This has shown to be fully aware and orientation determined by management of Education in equipping a key language to the future owners of our nation. Using excillent English in communication is targeted toward teaching-learning activities of English subject throughout the school level.
1.1 REASON FOR CHOOSING TOPIC:
 As we know , teaching and learning English at secondary school has already changed a lot about the teaching contents as well as teaching the methods in order to suit with the aims of this subject in the reformed program . The basic opinion of new methods is to learn English for communication . So, our job is to provide our students with the basic skills they will need to practise the language fluently. 
 	I have been teaching English at Thieu Duong Primary and Secondary School for several years, I found that students have a lot of difficlty in mastering the knowledge which the teacher has provided in the first lesson of each unit ( Listen and Read ) . Because this is a presentation period , there are usually lots of vocabulary .So , most of teachers try to introduce vocabulary and grammar in the lesson , then ask students to do exercises in the book . The “ production” part of this period asks teacher to invest more time and create by herself because it does not have in the book . During teaching time, I recognized this problem and changed something with the hope of improving students’ learning . It leads me to a reason to choose a topic for this study “ Techniques for teaching production in the lesson “ Listen and Read – English 9” .
I hope this innovation from my teaching experience can add something to enhancing learning and teaching English quality. 
1.2.THE PURPOSE OF RESEARCH 
In this topic I study the basic solutions that applicable basically to average pupils who are now in majority in a class. 
- Apply procedures more effectively in speaking lesson. 
- Create maximum opportunities for interaction of pupils.
1.3.STUDY OBJECTIVES
 Within the scope of this topic I mainly exploit the current situation of the pupils speaking English, due to that basis give out some effective solutions to assist the pupils to improve ability to speak English in practice
 1.4.METHODOLOGY
- Study documents on teaching methods of communication (Communicative Approach)
- Implement practical surveys in English speaking of pupils. 
- Apply these solutions to actual teaching in my division.
 1.5.THE NEW POINTS OF RESEARCH.
English for academic purposes, assessment and teacher training and provides a view on the current state of technological intervention. Comprehensive because the view is a wide one, supported by numerous case studies which serve to keep the volume grounded in the realities of practising teachers using technologies in innovative and exciting ways. I am sure that this volume will be of practical interest to teachers in search of teaching ideas and examples of good practice, and provide food for thought for policy makers and school administrators studying 
2. CONTENT.
2.1.THEORETICAL BASIS OF THE PROBLEM.
 Speaking skill is very important in teaching Enlish. Beside impoving speaking skill for students, the teacher also help students to improve their listening skill.
 Communication can be caried out every time in the class and in the lessons but the teacher is the guid who has to control the activities in the class and help students find the easy way to improve their skill.
2.2 STATUS OF PUPILS SPEAKING ENGLISH.
Our team of teachers to teach English subject to boldly look into the actual weakness of English speaking of secondary school pupils today. Majority of pupils in Vietnam can not communicate in English. This would have been a lot of interest by the teachers as well as Education Managers.
Through a survey at division in order to determine factors hindering English communication skills of pupils, there are some main following difficulties.
* Results obtained before the test:
Number of students
Good
Fair
Average
Fail
Poor
72
No
(Ss)
Perce-ntage (%)
No
(Ss)
Perce-ntage (%)
No
(Ss)
Perce-ntage (%)
No
(Ss)
Perce-ntage (%)
No
(Ss)
Perce-ntage (%)
5
6.9
11
15,2
47
65,2
6
8,3
3
4,1
In addition, certain limitations in the application of methods and skills of teachers in each specific lesson in a long process also significantly affected the ability of pupils. This misconception from teachers and pupils need to be changed.
2.3.SOLUTION:
	Here are some techniques for teaching production in the lesson “ Listen and Read” 
1. Discussion.
 Discuss in pairs or in groups about the lesson from the content of the dialgue . 
 2.Free Role play.
 Two students in front of the class , or students working in pairs 
 3. Comparision.
 Compare the contents of the lesson with the facts 
 4. Expressing feelings and opinions.
Express feelings and opinions about the content or characters in the dialogue 
 5. Imagination.
 6. Brainstorm.
 7. Mapped Dialogue.
 8. Survey.
 9. Retelling.
 10. Arrange the events in order.
 11. Interviews.
 12. Chain game
 13. Noughts and crosses.
 14. My red color.
 15. 10- square: Make up a sentence.
♦Examples to illustrate
Unit 1 : A VISIT FROM A PEN PAL
 Period 2: LISTEN AND READ
1. Retelling. 
 Teacher uses some cues and pictures to retell the main contents of the lesson . 
+ Base on the cues and the given pictures to retell Maryam's first visit to Hanoi.
Lan& Maryam/ pen pals/ 2 years.
This/ first time/ Maryam/ visit/ Hanoi.
The first day / Hanoi / Lan / take/ Hoan Kiem Lake.
The next few days/they/ visit/ Ho Chi Minh's Mausoleum/ History Museum/ Temple of Literature.
Maryam /impressed/ the beauty / city/ friendliness/ people.
She wishes / longer vacation / Hanoi.
She /also/ want/ invite /Lan/ Kuala Lumpur.
* Suggested answer: 
Lan and Maryam have been pen pals for over two years. This is the first time Maryam has visited Hanoi. Lan took her to Hoan Kiem Lake. Over the next few days, they visited Ho Chi Minh's Mausoleum, the History Museum, and the Temple of Literature. Maryam was really impressed by the beauty of the city and by the friendliness of its people. She wishes she had a longer vacation in Hanoi. She also wanted to invite Lan to Kuala Lumpur. 
2 Arrange the events in order
+ Put these sentences in the correct order.
1. Lan took her to Hoan Kiem Lake
2. They visited the mosque on Hang Luoc street.
3. Maryam and Lan have been pen pals for over two years.
4. They visited Ho Chi Minh's Mausoleum, the History Museum and so on .
5. Maryam came to Hanoi last week.
6. Maryam invited Lan to Kuala Lumpur.
* Keys: 3- 5- 1- 4- 2-6.
3. Imagination
 Teacher uses some famous pictures and give situation : Imagine your pen pal is coming to stay with you in Thanh Hoa for a week . Where should you take your pen pal to and what activities should you do?
 communal house	 The wooden church
 The Tan Huong church	 Thang Long bridge/ river.
- 4. Interviews.
 + Now use these questions to interview your friends:
a/ Do you have any pen pals? if yes, how long have you been pen pals? ( 2/ 3 years)
b/ Did he / she visit you? ( Yes)
c/ Where did you take him / her to? 
d/ What activities did you do during the visit? 
e/ Was she/ he impressed by the beauty of the town? How about the people? .....
 - If students learn well , after checking some pairs in front of the class . Teacher asks students to retell what they have just interviewed . 
 Example: Hoa and Mai have been pen pals for three years. Last year, Hoa came to Thanh Hoa to visit Mai. Mai took her to see many famous places in Thanh Hoa ....
5. Chain game.
1. Maryam/Lan/ been/ pen pals/ 2years.
2. Maryam / visit Lan / Hanoi/ last week.
3. Lan/ take/ her/ Hoan Kiem Lake/ Temple of Literature/Ho Chi Minh's Mausolem/ mosque/ so on.
4. Maryam/ impressed/ beauty/city/ friendliness/its people.
5. Maryam/ wish/ have/ longer vacation / Hanoi.
Teacher: Maryam and Lan have been pen pals for over two years.
Pupil1: Maryam and Lan have been pen pals for over two years. Maryam visited Lan in Hanoi last week.
pupil2: Maryam and Lan have been pen pals for over two years. Maryam visited Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of Literature, Ho Chi Minh's Mausoleum, the mosque and so on.
Pupil3: Maryam and Lan have been pen pals for over two years. Maryam visited Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was really impressed by the beauty of the city and the friendliness of its people.
Pupil4: Maryam and Lan have been pen pals for over two years. Maryam visited Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was really impressed by the beauty of the city and the friendliness of its people.
Pupil5: Maryam and Lan have been pen pals for over two years. Maryam visited Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was really impressed by the beauty of the city and the friendliness of its people. Maryam wishes she had a longer vacation in Ha noi.
6. Noughts and crosses.
impressed
mosque
wishes
pen pals
correspond
visit
keep in touch
modern
used to
 Maryam was really impressed by the beauty of Hanoi.
* Possible answers:
mosque: Maryam wanted to visit the mosque.
wishes: Maryam wishes she had a long vacation in Ha Noi/ Viet nam.
pen pals: Maryam and Lan have been pen pals for over two years.
correspond: They correspond at least once every two weeks.
visit: They visited Hoan Kiem Lake/ the Temple of Literature.....
keep in touch: They will keep in touch.
modern: Ha Noi is a (busy) modern city.
Unit 2: CLOTHING
Period 7: LISTEN AND READ
1. Describing: - Use your own words to describe the ao dai. 
2. Discussion.
- Work in groups of four and discuss about these questions.
1/ What have you known about the ao dai?
2/ Do you think Vietnamese woman should wear the ao dai at work? Why? (Why not?)
3/ Tell the group what fashion designers have done to modernize the ao dai? 
*Suggested answers:
1/ The ao dai is the traditional dress of Vietnamese women. It consists of a long silk tunic that is slit on the side and worn over loose pants. Traditionally, both men and women wore it but nowadays, it is usually worn by women, especially on special occasions...
2/ Yes, I think they should wear the ao dai at work because the ao dai encourages Vietnamese women to feel proud of the traditions and customs of the country...
3/ They have printed lines of poetry on it or have added symbols such as suns, stars, crosses to the ao dai.
3. Report.
- Work in groups of four or five to report what you have known about the ao dai. You can use the following given words:
+ Ao dai/ traditional dress/ women.
+ It/ consist/ long silk tunic/slit/ sides/ worn/ loose pants.
+ Traditionally/ it/ be/ frequently/worn/ men and women.
+ Nowadays/ usually/ wear /it.
+ Now/ fashion designers/ have modernized/ ao dai/ so/ look/ modern/ fashionable.//
4. Situation.
Situation: A foreigner wants to know something about the ao dai, the traditional dress of Vietnamese women.
The foreigner: I want/ know more / the ao dai,/ the traditional dress / Vietnamese women//. you/ help /me?
You: Sure. The ao dai/ consist/ long silk tunic/ that/ slit/ sides/ worn/ loose pants//.
The foreigner: men/ use /wear/ it?
You: Yes/ but nowadays/ women/ usually/ wear / it//.
The foreigner: Why/ the majority/ Vietnamese women /prefer /wear/ modern clothing/ work?
You: Because/ convenient//.
*Suggested answers:
The foreigner: I want to know more about the ao dai, the traditional dress of Vietnamese women. Can you help me?
You: Sure. The ao dai consists of a long silk tunic that is slit on the sides and worn over loose pants.
The foreigner: Did men use to wear it?
You: Yes. But nowadays, women usually wear it.
The foreigner: Why do the majority of Vietnamese women prefer to wear modern clothing at work?
You: Because it is more convenient.
Unit 3: A TRIP TO THE COUNTRYSIDE.
Period 15: GETTING STARTED + LISTEN AND READ.
1. Retelling.
 - Retell Ba's trip to the village, using the pictures and the given words:
a.Ba's village/ about 60kms/ the north/Hanoi. b. Ba/ his family/ get/ village/bus.
 It/ lies/ the foot/ mountain/ and/ a river.
c. They/ have/ chance/ travel/ between/ green paddy fields/ cross/ small bamboo forest.
d. There/ be/ big old banyan tree/ 	 e. They/ visit/ the shrine/ the mountain
entrance/village. 
 f. Afternoon/ they/ boating/ river/ picnic / river bank/ before/ going home/late/ evening.
Suggested answers:
a. Ba's village is about 60kms to the north of Hanoi. It lies near the foot of a mountain and by a river.
b.Ba and his family got to the village by bus.
c.They had a chance to travel between the green paddy fields and cross a small bamboo forest.
d. There is a big old banyan tree at the entrance to the village.
e.They visited the shrine on the mountain.
f. In the afternoon, they went boating in the river and had a picnic on the river bank before going home late in the evening
2. Retell the story from jumble sentences.
+ Work in groups of four and tell your friends about Ba's trip to the village, using these jumble sentences:
a. In the afternoon, they went boating in the river and had a picnic on the river bank
b. They visited Ba's uncle after the meal.
c. They got to the village by bus.
d. Ba and his family had a day trip to their home village.
e. Then, they walked up the mountain to visit the shrine.
f. They went home late in the evening.
g. After two hours travelling by bus, they reached the big old banyan tree.
* Suggested answers:
d. Ba and his family had a day trip to their home village.
c. They got to the village by bus.
g. After two hours travelling by bus, they reached the big old banyan tree.
b. They visited Ba's uncle after the meal.
e. Then, they walked up the mountain to visit the shrine.
a. In the afternoon, they went boating in the river and had a picnic on the river bank
f. They went home late in the evening.
Unit 4: LEARNING A FOREIGN LANGUAGE .
 Period 20: GETTING STARTED+ LISTEN AND READ.
1. Survey.
1.1 - Teacher asks students to work in groups of six.
- Ask them to stand up and ask each other the question: "What subject do you need to improve?" They have to write the names and the subjects that their friends answer.
Example: 
Name
What subject
Hoa
Literature
Hung
Math
Lan
English
- Give feedback.
- Ask students who need to improve the same subject work in groups and discuss how to improve.(Teacher pays attention to how to improve English.)
1.2
- Teacher asks students to work in groups of six.
- Ask them to stand up and ask each other the question: " Which ways do you often use to learn and improve your English?" They have to write the names and the ways that their friends answer.
*Example:
Name
 How to learn English
Hoa
Listen to English programs on the radio
Mai
Speak English with your friends
Nam
Do more grammar exercises...
- Teacher has students show the ways that are the most popular in the class.
2. Find someone who
-Teacher asks students to go around the class and ask their friends Yes/ No questions using the activities in the table. If their friends answer "Yes", they have to write their friends' name in the" name "column.
*Example:
Find someone who...
Name
Watch English TV programs
Learn by heart all the new words
Ly
Practice listening to English tape
Speak English with friends
Do the homework
Write English as much as possible
Learn to sing English songs
P1: Do you often watch English TV programs?
P2: Yes.
(P1 has to write P2's name in the name column.)
- Teacher asks some pupils to report the results before the class.
*Example: Ly and Nam said that they often watched English TV programs.
3.Mapped Dialogue.
Teacher asks pupils to practice the dialogue in pairs, using mapped dialogue. One student plays the role of examiner and another plays the role of Lan.
-Teacher put the mapped dialogue on the board.
- Elicit the exchange from students.
- Have some pairs practice each exchange before going on to another exchange.
- After finishing the dialogue, ask a good pair to demonstrate the whole dialogue.
- Teacher asks students to work in closed pairs,then public pairs.
 Examiner	 Lan
 What/ name?	
	Lan
	Where/ come?	Viet nam
 Why/learning/English?	Because/ need/ job.
 you/speak/ other langugages?	 French
 What /aspects/English/difficult?
	pronunciation
-Teacher gives feedback and correct.
*Suggested dialogue.
Examiner: What's your name?
Lan: My name is Lan.
Examiner: Where do you come from?
Lan: I come from Viet nam.
Examiner: Why are you learning English?
Lan: Because I need it for my job.
Examiner: Do you speak any other languages?
Lan: I speak French.
Examiner: What aspect of learning English do you find most difficult?
Lan: I think it's pronunciation.
+ Teacher asks students to play the roles of Lan and Paolo. Lan reports Paolo What the examiner asked Lan.
 Paolo	 Lan
 finish/exam ?	 Yes
 What questions/ ask?	 First/ asked/what my name/ where/ 
	I /come.
 They/easy/ weren't ?	Then/ asked/why/ leaning English/
	and if/ speak/languages.
 	What else/ she/ ask? 
	She/ asked/ what aspect/ 
 Leaning/English/find/difficult.
*Suggested answer:
Paolo: Have you finished your exam?
Lan:Yes..., I have.
Paolo: What questions did she ask you?
Lan: First, she asked me what my name was, and where I came from.
Paolo: They were easy for you, weren't they?
Lan: Then she asked me why I was learning English and if I spoke any other languages.
Paolo: What else did she ask you?
Lan: She asked me what aspect of learning English I found most difficult.
Unit 5: THE MEDIA 
Period: 28: GETTING STARED+ LISTEN AND READ
1. Brainstorming.
-Teacher asks students to brainstorm their ideas on " the benefits of TV" .
- Teacher gives them the beginning of a list and students have to add their ideas to it.
- Students work in groups of four or six and write them on a poster.
- The two or three groups which write more correct ideas will win the game.
- Get the latest information
 The benefits of TV
*Suggested answer:
- Enjoy interesting programs such as films, music...
- Get the latest information.
- Watch a variety of local and international programs.
- Learn many different subjects such as English, Math...
2. Information transmitting.
- Teacher di