(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 1.2 1.3 1.4 1.5 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 Conclusions and recommendations 3.1 Conclusions 3.2 Requests 2 2 3 3 18 19 19 19 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 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 students at Secondary School apply the techniques teaching in the production section of Listen and read English Grade 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 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 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 not practice the words again.Moreover, when approaching these words in another lesson, students 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 Fairly No 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 • 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 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/ 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 Use the activity to rearrange the story in the correct order.( Arrange the events in order ) + Put these sentences in the correct order Lan took her to Hoan Kiem Lake They visited the mosque on Hang Luoc street Maryam and Lan have been pen pals for over two years They visited Ho Chi Minh's Mausoleum, the History Museum and so on Maryam came to Hanoi last week Maryam invited Lan to Kuala Lumpur * Keys: 3- 5- 1- 4- 2-6 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? 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 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 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 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 Maryam/Lan/ been/ pen pals/ 2years Maryam / visit Lan / Hanoi/ last week Lan/ take/ her/ Hoan Kiem Lake/ Temple of Literature/Ho Chi Minh's Mausolem/ mosque/ so on Maryam/ impressed/ beauty/city/ friendliness/its people 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 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 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 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 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 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 Use the Lucky Number operation -Teacher writes numbers on the board and tells the students each number is for a question but of them are lucky numbers If students choose a lucky number, they 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 / What does group have to do? / Lucky Number / Mr Brown has to give out the bags (Is this sentence T or F?) / Complete this sentence: If they work hard today, they / Lucky Number / What we call a person who works to protect the environment from damage or destruction? / Give the names of the two pictures: 10 *Suggested answer: 1/ The group 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 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 has to walk along the shore./ Group walks along the shore 3/ Group has to check the sand 4/ Group 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 Use discussion activity 11 picnic Teacher asks students to work in groups of six or eight, discussing the topic “What you 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 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 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 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 12 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 Unit 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 : Knowledge: - Introducing people - Making and responding to introduction 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 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 13 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 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 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 the comprehension correct answers ? read the passage again and - C - D correct answers - B - B 14 Production : Base on the cues and the given pictures to retell Maryam's first visit to Hanoi Lan& Maryam/ pen pals/ 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 Homework Write sentences use type two condition ? 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 & 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 15 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 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 12 31,6 21 55,2 13,21 The class apply the procedure as stated Good Fairly Average Class Numbers No percentage No percentage No percentage 9B 40 17,5 15 37,5 17 42,5 Below average No percentage 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 not pay attention to creative training, so when they take the test with creative questions, they can only 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 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 16 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 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 2019 Author 17 REFERENCES Grammar games and activities for teachers ( Peter Wateyn- Jones) Phương pháp dạy tiếng Anh trường phổ thông ( Nguyễn Hạnh Dung) Tài liệu bồi dưỡng thường xuyên cho giáo viên THCS chu kì III - Quyển 4.Chuẩn kiến thức kỹ tiếng anh 18 19 ... techniques to apply in the production section of Listen and read English 9? ?? which brought about efficiency for students In the 2018- 20 19 school year, I applied the above measures and obtained the final... comes from ThaiLand ? c Lan & Maryam visited HCM' Mausoleum Practice : Asks Students to listen to the tape whole class ( Twice ) The first : Listen and compare The second :Listen and check the... students 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