Training life skills for students through some english lessons in grade 9 effectively

TABLE OF CONTENTS 
1. INTRODUCTION
1
1.1.The reason of selecting the topic
1
1.2. Research purposes 
1
1.3. Object of study 
1
1.4. Research methods 
1
1.5. New points of experienced initiative 
2
2. CONTENTS 
2
2.1. THEORETICAL BASIS 
2
2.2.STATUS OF THE RESEARCH PROBLEM BEFORE APPLYING
3
2.2.1. General situation
3
2.2.2. Situations in secondary school
3
2.3. SOLUTIONS AND IMPLEMENTATION
3
2.3.1. Institution communication skills training
4
2.3.2. Institution, skills training cognitive behavioral adjustment
6
2.3.3. Institution, skills training to improve health, health protection and environmental protection
8
2.3.4. Institution, skills training disaster or epidemic
14
2.4. THE RESULTS OF RESEARCH
16
3. CONCLUSION, PROPOSAL
 16
REFERENCES
 18
1. INTRODUCTION
1.1. THE REASON OF SELECTING THE TOPIC
Starting from the goal of education is to train people to develop comprehensive Vietnam, ethics, knowledge, health, and beauty profession, faithful to the ideals of national independence and socialism; formation and nurture the personality, qualities and abilities of citizens; meet the requirements of building and defending the country. The goal is to teach not only give students some basic knowledge and practical activities revolve around the theme of life that was initially formed and trained them some life experiences. Moreover, not only as educational process itself conveys that life, the school is not separate from society, and the student is the center of the educational process. Such students are not only the center of the school but also the center of our lives and society. So educating students life skills is a very important thing, is a necessary requirement to meet this goal.
1.2. RESEARCH PURPOSES 
 In my school, how to help students improve their life skills is still a top concern of many foreign language teachers. Stemming from the fact that, I launched an initiative this experience no more ambition than the purpose of helping grader 9 improve their life skills and contribute with colleagues solve difficulty in the teaching process.
1.3. OBJECT OF STUDY
1.3.1.Object of study
Communication skills, adjusted cognitive skills, behavior, skills to improve health, health protection and environmental protection, skills disaster or epidemic.
1.3.2. Research object
Refer to certain lessons, such as: Unit 1: “A visit from a pen pal”, Unit 2: “Clothing”, Unit 4: “Learning a foreign language”, Unit 5: “Read”, Unit 7: “Saving energy”, Unit 9: “Natural disasters” 
1.4. RESEARCH METHODS
- Research reference material
- Audiovisual method 
- Statistical method
- Experimental method
1.5. NEW POINTS OF EXPERIENCED INITIATIVE
- Helping the children have the opportunity to demonstrate the capability, and the wisdom of them. 
- Educating students life skills, training them to develop comprehensive Vietnam, ethics, knowledge, health, and beauty profession, faithful to the ideals of national independence and socialism. In essence, the life skills that can understand simple human way “to treat people like” in the community in which they live. it is life skills training process to help students be aware of attitudes, their behavior to adjust in a positive direction.
2. CONTENTS
2.1. THEORETICAL BASIS
Facing the rapid development of the social sectors of education, the new era has been striving to innovate for the content, quality and method of how to achieve 2 major objectives which are to train human resources and life skills for students. However, besides the achievements of the whole industry, the recent reality we often see teenagers tend to increase in school violence, susceptible to social vices, selfish, heartless, closed her... At the same time practical skills, communication skills, problem solving skills, self-service capability reduces itself... Furthermore entering international integration requires young people to self- information; to capture timely opportunities as well as to have some skills: healthy living, healthy living, good programming, good English...
Today, life skills training for young generation which is typical students is a joint responsibility of the family, school and society. In it, the teacher plays a crucial role. This is also one of the content of the movement “Building friendly schools - students positive” that the Ministry of Education has proposed.
For secondary school students, this is the age many changes in terms of psychological and physical, like to learn new things to explore, strange thing. Have you not discern something good, something bad; what to do and what not to do so sometimes confused. Having developed love for men and women lead to improper relations in heterosexual relationships. Under pressure in examinations leading to easy to fall into a state of negative impact on the health, mental.
For these reasons, along with the theoretical were perceived topic I have chosen “Training life skills for students through some English lessons in grade 9 effectively” to help students overcome the above limitations may also become more flexible in dealing with real life.
2.2. STATUS OF THE RESEARCH PROBLEM BEFORE APPLYING
2.2.1. General situation
Skills to understand how to live? Life skills training for students to carry out the stars? This is also causing many questions concern not only for the family, the school but also the responsibility of the whole society.
In essence, the life skills that can understand simple human way “to treat people like” in the community in which they live. In essence, it is life skills training process to help people be aware of attitudes, their behavior to adjust in a positive direction.
In fact, the current students are limited skills and behaviors can handle situations when problems arise in learning and in life for many different reasons: because of academic pressure, due objective conditions, by awareness of each individual, because they are not trained.
2.2.2. Situations in secondary school
Secondary school students are puberty, especially for students in grades 9, psychological and physical development has pretty much complexity. They want to express themselves as adults, but the behavior of the gesture is very young and the very superficial and ebullient, sometimes do not understand the consequences that they themselves caused. So, if adult timely orientation, shape it can easily lead to unnecessary mistakes. Students most of the agricultural families, many children still subject to the poor and near poor. Besides the family aware of the combination of three hands in the education of children, the child was not at the subject has not been taught proper attention. And many families working away, at home with grandparents, brothers or parents do worry eat, less interested in their children...
2.3. SOLUTIONS AND IMPLEMENTATION
With the teaching of English, in addition to general mandatory requirements, in the teaching process contact the actual combination of education they handle situations in life is essential. When they role play (to speak), essay writing (writing practice) or do other exercises (practice listening, reading...) not only help them get the skills formation Listening - Speaking - Reading - Writing that also help the children have the opportunity to demonstrate the capability, and the wisdom of her. With content specific, focused education and training 4 basic life skills groups following:
- Communication skills.
- Adjusted cognitive skills, behavior.
- Skills to improve health, health protection and environmental protection.
- Skills disaster or epidemic.
2.3.1. Institution communication skills training
Communicating the needs of the people, by communicating new people understand each other, there is no communication, there is no society. But how to communicate effectively. This is not a simple issue and it's 5 principles:
- On output: content, content enough.
- On the substance: Say what is true, there are grounds.
- Relations: Strictly speaking topics, avoiding digressions.
 - Method: Speaking articulately and clearly.
 - History: This is a motto is always present in the type of activity.
These examples illustrate:
2.3.1.1. Unit 1: “A visit from a pen pal” In this lesson, students are practicing communication skills with a new friend overseas, from greeting and introduce yourself politely, “Please to meet you. Let me introduce myself.” Introduction to the country and people of Vietnam and learn about the land and people of Malaysia. To once again be practicing communication skills, read more late, as Maryam students and other students create a dialogue on the theme of freedom: “Make friends”, just made a habit of using English to communicate both they have the opportunity to gain a deeper understanding of the place and the good traditions of the two countries Vietnam and Malaysia. The next training class is more writing, they summarized the knowledge is applied in the aforementioned skills to express in words.
2.3.1.2. Unit 2: “Clothing” Equipment for children vocabulary costumes they wore in different places, different times.
In speaking lessons, the children expressed their opinions on these questions and answers related to the topic being learnt. This theme will appeal to many students, especially female students tend to fashion:
The following questions to help students express their opinions in a natural way: 
  	 - What do you usually wear on the weekends? 
 - Why do you usually wear these / Those clothes? 
 - What are your favorite types of clothing? Why? 
 - What color suits you? Why? 
 - Do you like to wear uniforms? Why? 
 - What do you usually wear on Tet holiday? / On Your Birthday? On Your sister's or your brother's wedding day? 
 - Do you want to be a fashionable designer in the future? If yes, say why? So on.
2.3.1.3. Unit 4: “Learning a foreign language” They ask and answer about the contest information in the "Oral test" or convince others to participate in activities with her​​. 
What exactly did the examiner ask Lan? Check (√) the boxes 
1. What is your name? 
2. Where do you come from? 
3. Where do you live? 
4. Do you live with your Flickers parents? 
5. When did you begin studying English? 
6. Why are you learning English? 
7. Do you speak any other languages? 
8. How did you learn English in your country? 
9. How will you use English in the future? 
10. Aspect of learning English, what do you find most difficult? 
11. What are you going to learn? 
12. What are your hobbies? 
13. Look at this picture. Describe it. 
14. Read the passage. 
Communication skills are often trained in the lessons in the unit of study.
2.3.2. Institution, skills training cognitive behavioral adjustment
Unit 5: “Read” Use pictures to introduce the Internet and make the questions as follows:
 - Can you use computers?
 - What subjects to help you use computers?
 - Have you ever used the Internet?
 - Do you find the Internet useful?
 - What do you use the Internet for?
 - What are the Advantages and the disadvantages of the Internet?
 - Do you think the Internet cost you much?
 - Do you think the Internet takes you much time?
Advantages & disadvantages of the Internet
By answering these questions students can understand the positives and negatives of the Internet and also through which I was fostering, training for skills they self- adjust their perception about the Internet, How to use the Internet to promote the efficiency of the Internet in learning and in life. After this lesson, the children are etched deeper knowledge and use vocabulary sentence patterns learned in more readers, I listed the words and phrases of the theme says benefits and harms of the Internet for communication training followed. Through practice writing section (pre - writing) is that they can be aware of what is detrimental to ourselves to avoid, or minimize it to the maximum. These procedures are taught appropriate use of students by level, time of operation and flexibility to change the lesson in order to not cause bored: Brainstorming or Networks using...
Through this lesson, the teacher wrote to train them skills to express their opinions on specific issues.
Last post I left for students to apply skills to work in groups to discuss the disadvantages of the Internet, which determines how to use the Internet to effectively and also guide them to use of these types of games to just playing English, and learning to ensure a reasonable time. After school, we pick out some good students to write about this subject with the teacher's guidance, then posted to the bulletin board. From these activities helped them to exercise self-regulation skills awareness, his behavior over the access to IT. (The English Olympiad)
2.3.3. Institution, skills training to improve health, health protection and environmental protection
Everyone knows that health is valuable, health is everything. So have a good health and protect it, then it's not easy. Our health depends on things very simple. It is a lifestyle education science, must know to protect the environment, preservation of facilities, energy saving. Today, this problem becomes more urgent than ever. Human life now face rapidly-changing moment in each one. Without good education and training, the current generation, the next generation will be hard to adapt to life, how to face problems occur:
2.3.1. Unit 7: “Saving energy” 1 From the weather, thanks to the painting available in the "Getting started", I instructed them to observe the competition, yet suggested questions, students respond and clarify the picture containing the waste situation free resources:
- What happens to the faucets?
- Is the TV on? Who is watching TV?
 - Is the radio on? Who is listening to the radio?
- Is the light still lighting?
The following suggested questions are used to talk about how to handle the situation on:
- What should we do to save Electricity / water?
- Should we turn of the TV / radio / light / faucets if we do not use it?
- Do you think energy is never exhausted?
From the answers to handle situations of students, so naturally they were involved in protecting and saving natural resources and national energy they had done so in the her. These ideas will never wake you or no sense of protection and resource saving, energy.
For those who do not attract attention to this problem, teachers continue to pose questions in real schools and classrooms of children.
- Should we turn off the lights, the fans off at recess?
- What should we do with the lights, the fans when they are dirty?
- Should we turn off the lights in the classrooms when the sun is shining brightly?
- Should we turn off the lights and the fans before leaving the classroom?
- We should turn the faucets off after using, should we?
- Why should we do those above things?
When good answers to these questions, they have been practicing problem-solving skills. Also remind and educate the children do not know what to save energy at school but at home too.
After you have completed the “Listen and read”, bring up the subject teachers ask them to discuss in groups to help them grasp how to save energy at home and at school. 
What do we have to do to save energy at school?
What do we have to do to save energy at home?
With the answers that they think are, raise their opinion before you in class proved they know how to save energy, protect the environment as well known is the protection of personal health: 
- Take a shower instead of a bath.
- Turn off the faucets after using. 
- Make sure there are no cracks in the water pipes. 
- Turn off the light after leaving the room. 
- Turn off the TV, radio when they aren't used. 
In this lesson, say, teachers have to train them how to make suggestions on energy savings using the following drawings: 
- I think we should fix the faucet. 
          - I think we should turn off the faucet. 
          - Why do not we turn off the fan? 
          - Shall we turn off the gas fire? 
- Let's turn down the gas. 
- How about turning off the air conditioner?
What about turning off the light and the television.
- We should go to school or to work by bike instead of by motorbike.
- I suggest taking a bus instead of a car.
Applying knowledge learned in the reading section on “free practice” I give them to discuss thematic groups: The ways to spend less on lighting, “they have learned”. The ways to spend less on lighting.
- Using energy saving bulbs instead of ordinary 100 watt light bulbs.
- Turning off the light before leaving the room.
- Using household appliances properly following the instructions.
- Keeping refrigerator door closed.
- Using household energy saving appliances.
The lesson is written information that students gather all the knowledge practiced in the prior information to complete an article revolves around energy saving issues. Obviously they know the dangers of wasteful use of energy and conscious life changing in a good way.
2.3.3.2. Environmental issues polluted
Environmental factors include the natural and physical factors related closely around people and seriously affect the life, production, survival and development of man and nature. Therefore environmental protection is to protect yourself. The picture at Unit 6 reminds me of the scene really urgent that human environmental triggers. Therefore, teachers should use the procedure “Name the pictures” for students to focus on the theme “Environmental problem” as: air pollution / water pollution / rubbish ( garbage Teachers give the phrase: garbage dump, air pollution, water pollution, deforestation, dynamite fishing, Pesticides spraying them connect with online.
Let them think about the issues raised, the teacher asking questions related to the environmental cleanup activities in the school or local small suit their age every day, on the occasion of the Day month's holiday or the environment:
- What do you do every day to Keep school clean?
 	- Why do you have to do that?
 	- How often do you take part in the activities for environment in your village?
 	- Do you encourage friends to do with you?
 	The answer proved they are conscious, good attitude while engaged in:
 	- Cleaning the school before and after the classes with my classmates everyday.
 	- Cleaning the streets / roads / our area living with my relatives and the neighbors every weekend.
 	 Planting trees / flowers in the school garden or in the schoolyard with my classmates and the teachers in the spring or in the autumn.
 	- Collecting trash and putting it into the garbage bin.
 	- Making our school and our local clean and beautiful.
 	- Taking part in the activities for environment in our local in the environmental months.
Through the “Listen and read” illustrates more clearly to them that environmental protection is the duty of the whole society with clean picture of the local environment.
In speaking lessons, based on the word for teacher instructed them skills to convince others or friends to do some work to protect the environment by saving paper, reducing the pollution of water sources, rivers and lakes, sea, air, prevent littering in schools and public places, reduce the amount of garbage... as follows:
- I think you should recycle used paper, newspapers to reduce the amount of garbage we produce.
- I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food because plastic bags are very hard to dissolve. They will cause pollution. And if we use less paper we can save trees in the forests. That's how we can save our environment.
- It would be better if we don’t throw all garbage in the class and all around the schoolyard. We should put it in the waste bins.
Finally, asking them to discuss with the group the question: “What do you do to protect environment?” To further train them to task for environmental pr