(Sáng kiến kinh nghiệm) một số thủ thuật dạy phần production trong phần listen and read tiếng anh 9

INDEX
TT

Page

Contents

1
1.1
1.2
1.3
1.4
1.5
2
2.1
2.2
2.3
2.4

Backgroud
Why choose the topic
Purpose of sudy
Research objects
Research Methodology
1.5. New points of the topic
Experience Content
Rationale
Current issues before applying initiative
Solutions usedto sove the problem
Effectiveness of experience initiative on educational activities,
self,colleagues

3. Conclusions and recommendations
3.1 Conclusions
3.2 Requests

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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 studentsfocused
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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
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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

9A
9B

38
40

Good
No percentage
0

0
0
0

Fairly
No
4
8

percentage

10,5
20

Average
No
18
19

percentage

47,4
47,5

Below average
percentage
No
16
42,1
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.

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• 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
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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/
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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
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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.
6. 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)
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- 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).
Example: The group "Noughts" chose the word "impressed" if a group of
students asked: "Maryam was really impressed by the beauty of the city /
Ha noi" the group will be one (O). The "crosses" group selects "used to".
If one of the students asks, "The group is going to be one (X).
O
X
- Groups with three "O" or three "X" in a horizontal, vertical or diagonal row will win.
* 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.

Example Unit 3: A TRIP TO THE COUNTRYSIDE
Period 15: GETTING STARTED + LISTEN AND READ.
1. Use retelling operation.
- The teacher asked the students to recite his trip back home. (pictures and suggestions)
- Ba ba 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/Entrance/village. e. They/ visit/ the shrine/ the mountain
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.
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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. Use retell the story from jumble sentences.
- Teacher gives students the content of the lesson but not in order.
- Teachers ask students to relate the lesson based on unspoken suggestions.

+ Work in groups of four and tell your friends about the 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 traveling 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 traveling 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.

Example

Unit6.

THE ENVIRONMENT

Period 37: GETTING STARTED + LISTEN AND READ
1. Use the Lucky Number operation.
-Teacher writes 7 numbers on the board and tells the students each number is for a question
but 2 of them are lucky numbers. If students choose a lucky number, they do not have to
answer any questions but they get two points and they can choose another number.
- Teacher divides the class into two teams.

- The team has more points wins the game.
* Questions for Lucky Number.
1 / What does group 2 have to do?
2 / Lucky Number
3 / Mr Brown has to give out the bags. (Is this sentence T or F?)
4 / Complete this sentence: If they work hard today, they ...................
5 / Lucky Number
6 / What do we call a person who works to protect the environment from damage or
destruction?
7 / Give the names of the two pictures:

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*Suggested answer:
1/ The group 2 has to check the sand.
3/ It's True.
4/ If they work hard today, they will make the beach clean and beautiful again.
6/A conservationist.
7/ garbage dump/ water pollution.
2. Use a 10- square operation:
Teacher shows the squares on the board. Teacher tells students that they are going to
retell the content of the lesson by choosing any numbers on the squares. The contents of the
squares are hidden. Teacher divides the class into two teams. The team having more correct
sentences will win the game. After the game, teacher asks some students to look at all the
squares and retell the content of the lesson.
conservationists/be/ beach.// Group1/walk /the shore.
Group2 /check/ sand.
going/clean.

Group 3/ check/ rock.

Mr Jones/ collect/bags/ take/ Mrs Smith/provide/
garbage dump.
lunch.

* Suggested answers:
1/The conservationists are on the beach. They are going to clean the beach.
2/ Group 1 has to walk along the shore./ Group 1 walks along the shore.
3/ Group 2 has to check the sand.
4/ Group 3 has to check among the rock.
5/ Mr Jones is going to collect the bag and take them to the garbage dump.
6/ Mrs Smith has kindly provided a picnic lunch for everyone.

Example

Unit 7:

SAVING ENERGY

Period 42: GETTING STARED+ LISTEN AND READ
1. Use discussion activity.
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picnic


Teacher asks students to work in groups of six or eight, discussing the topic
“What do you do to save energy at home and at school?"
* Suggested answers:

Saving at home and at shool.
- taking a shower instead of a bath.
- making sure there are no cracks in the water pipes.
- turning off the radio, TV when none watch or listen.
- turning off the lights before leaving.
- turning off the faucets after use.
2. My red color.
Teacher shows nine pictures on the board ( from A to E and the contents of the pictures
are hidden). Teacher tells students that the three of them are red pictures.
If students choose a red picture, they do not have to make a sentence but they can get 10
mark. Teacher divides the class into two teams. The team having more marks wins the
game.
+ Choose the picture and make a sentence from it to answer the following question: "What
should you do to save energy at home?"
A
B
C

D

E

F

H

E

G answers:
*Suggested

Picture A/ We should turn off the faucet after use.
Picture B/We should turn off the bathtub faucet and the sink faucet.
Picture D/ We should turn off the TV and the light.
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Picture F/ We should turn off the gas cooker.
Picture H/ we should take a shower instead of a bath.
Picture E/ We should turn off the electric fan.

* Test:
I have taught 9B students with the application of the aforementioned tricks that achieved
very high results

Period 2

Unit 1. A VISIT FROM PENPAL
Lesson 1: Geting started and listen and read

I. Aim: By the end of the lesson, students will be able to :
1. Knowledge:
- Introducing people
- Making and responding to introduction

2. Skills:
Listening, speaking and responding to introduction .
II. Language focus:
Grammar :

- The Past simple tense

- The Past simple tense with " Wish "
- used to ( review)
Vocabulary : climate , Mosque , correspond , be impressed by , pray ...

III. Methods
- Communicative
- Listen and read
- Play roles
- work in pair and in group

IV. Materials:
Board, chalks, books, pictures of some famous places in Viet nam , cassette, tape ...
V. produces:
Teacher and Students ’Activities
Target Language

1. Warm up :

Asks Students to play game" Brain Whole class
answer the questions
storming"
Exhibition
Sam Son beach

The temple of Literature
Ha Long Bay

Teacher introduces the name of the
Whole class listen to the teacher
pictures and ask students

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What happen ?
? Do you have penpal ?
? Request Students to work in pairs /
groups to talk about diffrent famous places Work in pairs
in Viet Nam
2. Presentation :
a> Vocabularies :
+ clamite (n) (explanation)
+ Mosque (picture )
+ correspond (v)
+ be impressed by
* Check vocabularies
+ pray
what and where
b> Grammar:
? revise " used to " structure

? revise " used to " structure
? Give example:
Nga used to walk past the Mosque on her
way to primary school
Teacher give explains the structure
? Give structure the past simple with
"wish "
EX :I wish I had a lot of monney
-> This is the type two condition.It express
=> S + wish (es)+ S + V(past simple)

the feeling unreal in the present
Form :
? give some statements for students to
predict T or F statements
a. Maryam is Lan's penpal?
b. Maryam comes from ThaiLand ?
c. Lan & Maryam visited HCM'
Mausoleum

3. Practice :
Asks Students to listen to the tape
whole class
( Twice )
The first : Listen and compare
The second :Listen and check the staments
above then gets Students do the
comprehension
correct answers
? read the passage again and do
1 - C
3 - D
correct answers
2 - B
4 - B
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4 Production :
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/
Templeof Literature.//Maryam /impressed/
the beauty / city/ friendliness/ people.//
She wishes / longer vacation / Hanoi.// She
/also/ want/ invite /Lan/ Kuala Lumpur.

5. Homework
Write 4 sentences use type two condition.
? do exercises in work book
? prepare new lesson

*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.
write & do ...

prepare..

2.4 Effectiveness of experience initiatives on educational activities, self,
colleagues.
With the techniques applied and coordinated with the specialized method of the subject, I
found that the effectiveness of teaching - learning had higher results than before and
especially the lesson time was very exciting. Good students help weak students.This
encourages students to be active and active in learning.It is worth mentioning that the games
have brought them interesting and interesting lessons.They really learn in an atmosphere of
excitement and excitement and they have the opportunity to promote their positivity. They
really work under my guidance, not passively absorbing, machines like before and their
learning results also changed remarkably.The rate of good students increases. Although I
have to invest a lot of time and intellect, my students have loved the subject, English
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lessons. Thereby I found the introduction of "The techniques to apply in the production
section of Listen and read English 9” which brought about efficiency for students.
In the 2018- 2019 school year, I applied the above measures and obtained the final results 1
as follows:

The class does not apply the procedure as stated
Good
Fairly
Average
Below average
Class Numbers
No percentage No percentage No percentage No percentage
9A
38

0
0
12
31,6
21
55,2
5
13,21

The class apply the procedure as stated
Good
Fairly
Average
Class Numbers
No percentage No percentage No percentage
9B
40
7
17,5
15
37,5
17
42,5

Below average
No percentage
1
2,5

With the measures I gave and applied in the 2018-2019 school year in the first term, the

results of the students were relatively positive. This proves that students who are trained
through the above measures are able to complete the test better, which also proves the
effectiveness of the proposed measures.
With the experimental class, students are taught in the direction of fostering active and
creative training, so the test scores are quite good, even higher than the control classes,
especially the number of students who achieve good grades is much higher. .
With the control class, students who are taught normally do not pay attention to creative
training, so when they take the test with creative questions, they can only do familiar
lessons so their grades are few.
Because Production section is a completely creative part of teachers when preparing
lesson plans. Therefore, during lesson preparation, teachers need to invest more time in this
activity and design activities in this section to match the theme of the lesson, in accordance
with the specific level of students.

3. CONCLUSIONS AND RECOMMENDATIONS.
3.1. Conclusion.
After a period of research, develop the topic "The techniques to apply in the production
section of Listen and read English 9”. I have completed the tasks set out, namely:
Experimental results have proved the scientific hypothesis correctly, students love the
subject more, have a more creative way of learning, achieving higher efficiency than class
control.In order to constantly improve the quality of students' learning, teachers must be
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well prepared, learn and creative while developing lesson plans, avoiding one-way
knowledge transfer, heavy theory, little encouragement. creative thinking of students.The
main role of the teacher is to control and guide students in active and proactive learning
activities in class, how to promote the activeness and initiative of learners and create
optimal conditions for people. learn and practice develop the ability to use language for
communication purposes.Specifically, in the listening and read English 9 lesson after

lesson, students can communicate with friends, can relate to reality, present problems
related to their own experience in English Follow the theme of each lesson.

3.2. Request.
Above are some small jobs that I have used in the teaching process in my classroom and
have achieved some encouraging results. I look forward to receiving the attention of all
levels of leaders, investing more in technical facilities of modern teaching equipment and
utensils, especially classrooms with full audiovisual equipment exclusively for the subject.
English. Helping teachers can properly implement the typical teaching method of the
subject.
School clusters can organize creative presentation competitions for students at
extracurricular sessions on topics that are created using English words, which are applied to
real life.
I assure you that the experience initiative is self-drawn in the course of work.
The writer sincerely thanks!

Confirmation of the unit head
Tho xuan, Date: 25. 3 . 2019

Author

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REFERENCES
1. Grammar games and activities for teachers
( Peter Wateyn- Jones)
2. Phương pháp dạy tiếng Anh trong trường phổ thông.
( Nguyễn Hạnh Dung)
3. Tài liệu bồi dưỡng thường xuyên cho giáo viên THCS chu kì III - Quyển 1

4.Chuẩn kiến thức kỹ năng tiếng anh.

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