The techniques to apply in the production section of Listen and read English 9

INDEX
TT
Contents
Page
1
Backgroud
2
1.1
Why choose the topic
2
1.2
Purpose of sudy
2
1.3
Research objects
2
1.4
Research Methodology
3
1.5
1.5. New points of the topic
3
2
Experience Content
3
2.1
Rationale
3
2.2
Current issues before applying initiative
3
2.3
Solutions usedto sove the problem
4
2.4
Effectiveness of experience initiative on educational activities, self,colleagues
18
3.
Conclusions and recommendations
19
3.1
Conclusions
19
3.2
Requests
19
1. BACKGROUND 
1.1. Why choose the topic. 
 Foreign languages in schools, although there are changes in content and teaching methods in line with the new age, technology age 4.0. Therefore, the role of teachers in the new era is extremely important to promote the activeness and creativity of students and create the best conditions for students to practice, develop, improve their ability to use language in communication without merely providing linguistic knowledge to their students.With the issues raised, the tricks and activities in the classroom have been explored and created by a busy teacher. Therefore teachers need to grasp the main principles of the new method and learn the tricks, teaching and learning activities from the point of view of communication so that they can be applied in the most effective way.
As an English teacher with many years of teaching and teaching, I found that for 9th graders to apply the knowledge provided by the teacher in the first lesson of each unit ( listen and read) It is still difficult, Because this is an introductory lesson, due to the high number of vocabulary, teachers mostly try to present the vocabulary and grammar in the lesson then do the exercise required by the textbook.The Production section of this lesson requires teachers to invest more time due to the out of textbooks, teachers must create themselves.So this part is sometimes the teacher has not focused on thinking that he has conveyed the contents of the required textbook.Therefore, their use of the knowledge they have learned to reproduce the language is limited. This is the problem that I think about.
 From the above practice, I have found “The techniques to apply in the production section of Listen and read English 9” to present issues related to my experience in English according to the topic of each lesson.
1.2. Purpose of study. 
- I carry out the following research method groups:
- Methods of theoretical research, research of resources related to the topic.
- Practical research methods
- Method of creating situations, suggesting, retelling, arranging, ... according to the orientation of developing learners' capacity, taking students as a center.
 Helping children to get familiar with foreign languages, forming some basic skills, through which they can apply for communication. Ensuring the basic, modern, practicality and specificity of the subject. Train skills: listening - speaking - reading - writing and can apply fluently in communication. Always encourage children to speak boldly.
- Using experimental methods to conduct in class according to two types of lesson plans to compare.
1.3. Research Objects. 
Grade 9 students at Secondary School apply the techniques teaching in the production section of Listen and read English Grade 9
1.4. Research Methodology.
 Method of creating situations, retelling, arrange the events in order, chain game.. oriented to develop human capacity, improve students' knowledge,suggestive students- focused
 In the process of teaching, I always go to the basic task of the subject is to help them begin to familiarize themselves with foreign languages, forming some basic skills, through which they can apply to communicate. Based on that, the teaching must be basic, modern, practical and specific of the subject. Basic knowledge in the knowledge system introduced in the textbook program. modern is to be in accordance with the actual situation is in the process of opening up the integration with other countries, in the selection and application of scientific method teaching and learning the most advanced language in the world today. The specificity of the subject is to help students practice skills: listening - speaking - reading - writing and can apply fluent in communication. Always encourage the children to speak boldly. 
1.5. New points of the topic.
* Proposing a number of theoretical bases on expressions and ways to assess the positive and creative competencies of secondary school students.
* Propose a number of ways to help students apply vocabulary and grammar they have learned during Listen and read to recreate the theme language they have learned in each unit.
 2. EXPERIENCE CONTENT 
2.1. Rationale.
 Learning foreign languages in general and learning English in particular has become necessary for all communities. Teaching - learning foreign languages in the national education system in the stages 2008-2020. Is the key to help students open the treasure of knowledge of mankind. Learn foreign languages to reach the civilized world, exchange culture and connect big arms with countries around the world.Innovating teaching methods is an urgent necessary requirement for all subjects and disciplines, in which special attention is paid to foreign languages. Therefore, in order to have an hour of learning foreign language by the method of innovation is to promote the activeness, self-awareness and creativity of students according to the orientation of developing learners' capacity, it requires teachers to have Flexible tips, suitable for lesson content to achieve high results.
2.2. Current issues before applying initiative .
 Teaching english in program by the education and training set, teaching vacabulary to form sentences and associated with conversation, means that students have to remember words in social situations and sample sentences given. However, It can only be done for each object in each stage students learn and depend on the content of each lesson.
 But as you get higher and nature more complex grammar, If by the above method, the students can not remember the lesson content.Hence the Production techniques in the Listen and Read plays a very important role in helping students understand the lesson and can apply in practice
* For teachers:
If teachers only apply the conventional method, teach the knowledge in textbooks without creativity and flexibility, then the boring and boring atmosphere will make students hesitate to learn this greatly affects acquiring their new knowledge leads to low learning efficiency, less good students, and much weaker students.
In addition, teachers who face many difficulties in teaching equipment, pictures, and quality of tapes affect the ability of students to absorb and communicate. 
* For students: 
English is a relatively difficult subject. What is special is that it is even more difficult for students who are not hardworking. As Vietnamese who speak foreign languages, they are often afraid of holding a book that is only in foreign languages, there is no Vietnamese, which leads to their timid English, not brave in the speaking. Therefore, their self-learning and self-forging consciousness is very poor, some of them are still lazy, not active and creative in class as well as at home, so their communication is not easy.
* To overcome this situation the teacher can apply some techniques of creating situations, retelling, arrange the events in order, imagination, chain game... to create excitement for students and lessons to be highly effective. However, in order for the lesson to be highly effective, students acquire new language and good vocabulary, which requires teachers to use appropriate tricks for the subjects.In fact, many students often forget the vocabulary they have learned if they do not practice the words again.Moreover, when approaching these words in another lesson, students do not understand to solve the situations in the lesson, leading to ineffective lessons. Many vocabulary words are difficult to pronounce or pronounce, similar words can cause students to be confused or unable to memorize.So at the beginning of the school year I surveyed the quality of results as follows:
* Quality:
Class
No
Good
Fairly
Average
Below average
No
percentage
No
percentage
No
percentage
No
percentage
9A
38
0
0
4
10,5
18
47,4
16
42,1
9B
40
0
0
8
20
19
47,5
13
32,5
2.3. Solutions used to sove the problem. 
Based on the actual situation as stated in the section, the reason for suggesting my own experience in the process of teaching has been to try to find ways to help students apply vocabulary and grammar. They learned in the listening and reading class to recreate the thematic language they learned in each unit to improve the quality of their learning. Please describe the measures I have used in recent years at Secondary School: To teach a class, listen and read the teacher in accordance with the following steps: Presentation, Practice and Production. In the framework of this experience initiative, I offer tips to help students apply the lesson into verbal production:
• Discussion. Discuss in pairs, in groups about the lessons they have learned through the content of the conversation.
• Free Role play. Role play in suggestive situations, or real situations in class. Students work in pairs or groups according to the role or character they are assigned to. 
• Comparision. Compare and contrast with the reality of life. 
• Expressing feelings and opinions. Express your views, attitudes about content or character in the conversation
• Imagination. Imagine the students themselves as characters, or are at the place where they occur and give the impression or comment.
• Brainstorm. Students work in groups. Each group sent a secretary to record the group's comments and then wrote the poster. Put the poster on the board. The groups compared the results and added information that their group did not have.
• Mapped Dialogue.
Teachers write some hints or drawings on the board or pictures. The teacher then asks the students to speak in pairs. The teacher calls some pairs of students to check. With weak classes, teachers can create opportunities for them by calling good pairs of students in advance.
• Survey.
Teachers point out or write the questions on the board and ask the students to work in pairs, one by one asking one answer and changing roles. Just ask them to record information about their friend. After completing the interview, the teacher asks the students to tell the class the information they already know about their friend or ask them to write a sentence in their notebook or may ask them to write at home. like a homework.
• Retelling. Teachers use this activity to help students tell stories or conversations they have learned based on paintings or suggestions. 
• Arrange the events in order. The teacher prepares the sentences according to the content of the lesson but does not match the order in the lesson. Ask the students to work in pairs or groups to rearrange the story. A representative of the group or pair of students tells the story after the arrangement.
 • Interviews. Asking – answering is a common practice for communication practice. Teach students to work in pairs, asking – answering and record full answers. Teachers can also rewrite the text into a complete paragraph and read it in front of the class.   Teachers can also apply games to reinforce their knowledge, enabling them to better utilize the lessons they have learned through fun, fun, and fun learning. When learning to improve the quality of learning. Selecting a game needs to match the content of the lesson. The game is not only applicable to the warm-up, but if applied properly to the production will be effective for the class because they love the activities. Here are some of the games that I have applied in my unit.
• Chain game. Teachers can divide classes into small groups. A group of four- six children or six - eight children. Students sat facing each other. The first child in the group echoed the first sentence of the teacher. The second student repeats the sentence of the first student and adds another, and so on, until he returns to the first student in the group. They can complete the content of the lesson. Teachers use this activity only when the lesson content is short and easy. With long tutorials it is advisable to give the words to the students so that they can speak more easily. 
• Noughts and crosses. The teacher explains to the students that this game is like a "checkered" game in Vietnam, but only three "O" or three "X" in a horizontal, vertical or diagonal row wins. Teacher nine squares on the board. Each cell contains a word or a picture (words or pictures must be in the text that the student is learning). Teachers divide students into two groups. One group is "noughts" and one group is "crosses" (X). The two groups in turn select from the box and set the sentence. The group that sets the correct sentence will be one (O) or one (X).
• My red color. Teachers prepare on the sub-table six to eight small squares. Each square contains one request. Cover the squares with white paper. On each square numbered number Self from one to eight. Students choose the number and make the required number of squares. If true will be ten points. If you can not answer then your team will win the right answer.If you select the red box, the student does not have to answer but still has ten  points and is selected next to the umbrella
• 10- square: Make up a sentence.Teacher ten squares up the board, or prepare in advance. Each square contains a verb, noun, adjective, adverb or suggestion, or pictures of the contents of the article. Each square is numbered from one to ten. (The number of squares according to the content of the lesson.) Teachers write numbers one through ten on small pieces. Divide the students into groups or teams. One by one students in the group pick numbers to choose from. Students choose which word or picture to put a sentence that contains that word. Summary of the game, the team has more correct answers, the team won.
♦ ILLUSTRATIVE EXAMPLES:
 Example Unit 1: A VISIT FROM A PEN PAL
                          Period 2: GETTING STARED + LISTEN AND READ
1. Use the activity to retell the content of the lesson.
 Teachers use some pictures to show the main content of the lesson and ask students to tell. With weaker classes teachers can show students pictures and some suggestions for students to easily recall.
+ 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. Use the activity to rearrange the story in the correct order.( 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. Use imagination operations:
  Teachers can also use famous local pictures and for situations like your letter to visit Thanh hoa will you take your friends to visit the famous places? Teachers can also suggest words related to the beautiful scene in Thanh hoa to help them talk better, such as : Sam son beach, The mounuments of Lam Kinh, The site of The lake  
 The mounuments of Lam Kinh
 The site of The lake Sam son beach
- Imagine your pen pal is coming to stay with you in Thanh hoa for a week. Where should you take your pen pal and what activities should you do?
4. Use the Interviews activity.
- The teacher gives some suggestions and suggestions. Ask students to interview each other. Teachers can give students words or pictures of famous local places where they live to better the interview with their friends.
+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?
d / What activities did you do during the visit?
e / Was she /he impressed by the beauty of the city/town? How about the people? ..
-If the students are at a better level, they may ask questions to interview each other Teachers do not need to ask questions.
- The teacher checks some pairs of students in front of the class. Then the teacher can ask the children to tell what they just interviewed their friends.
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.
 The teacher gives students a few hints on the lesson. Ask the students to work in groups for a few minutes. As the students grouped the teachers around the groups to check. Call one or two groups to speak in front of the class.
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.
Pupil 2: 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.
Pupil 3: 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.
Pupil 4: 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.
Pupil 5: 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.
Noughts and crosses. 
- The teacher prepares the next box with the words in the lesson.
impressed
mosque
wishes
pen pals
correspond
visit
peaceful
modern
used to
- Teachers ask students to fold books.
- Teachers do a sample question with students using any of the words in the boxes.      Maryam was really impressed by the beauty of Hanoi.
- Teachers divide students into two groups. One group is "noughts" and one group is "crosses" (X)
- The two groups in turn select from the box and set the sentence. The group that