1. INTRODUCTION:
Vietnam is in the period of integration and openness to the world. For
successful integration requires effort and struggle of all industries and of all
citizens. Education is a top national policy. To contribute to Vietnam's integration is
language and English is one of them. Each country has its own language and
English is the international language as it is used in almost all areas of the world
such as trade, sports, aviation, science and technology.
Along with the great changes of the scientific and technical revolution, our
country is the "transformation" in the period of industrialization and modernization.
Vietnam is striving to become an industrialized country by 2020. Faced with that
reality, the education and training sector is facing new opportunities and challenges.
It requires innovations in the educational system of the country.
Therefore, nowadays teaching and learning English is increasingly more
important. Each family and each person has a sense of the importance of learning
English.
Learning and using English as a foreign language will contribute significantly
in the construction and development of the country, bringing the country to catch
up with the progress of humanity in the 21st century.
For our country, learning English has been focused at all educational grades.
This has shown to be fully aware and orientation determined by management of
Education in equipping a key language to the future owners of our nation. Using
excillent English in communication is targeted toward teaching-learning activities
of English subject throughout the school level.
1.1 REASON FOR CHOOSING TOPIC:

As we know , teaching and learning English at secondary school has already
changed a lot about the teaching contents as well as teaching the methods in order
to suit with the aims of this subject in the reformed program . The basic opinion of
new methods is to learn English for communication . So, our job is to provide our
students with the basic skills they will need to practise the language fluently.
I have been teaching English at Thieu Duong Primary and Secondary School

for several years, I found that students have a lot of difficlty in mastering the
knowledge which the teacher has provided in the first lesson of each unit ( Listen
and Read ) . Because this is a presentation period , there are usually lots of
vocabulary .So , most of teachers try to introduce vocabulary and grammar in the
lesson , then ask students to do exercises in the book . The “ production” part of
this period asks teacher to invest more time and create by herself because it does
not have in the book . During teaching time, I recognized this problem and
changed something with the hope of improving students’ learning . It leads me to a
reason to choose a topic for this study “ Techniques for teaching production in
the lesson “ Listen and Read – English 9” .
1


I hope this innovation from my teaching experience can add something to
enhancing learning and teaching English quality.
1.2.THE PURPOSE OF RESEARCH
In this topic I study the basic solutions that applicable basically to average
pupils who are now in majority in a class.
- Apply procedures more effectively in speaking lesson.
- Create maximum opportunities for interaction of pupils.
1.3.STUDY OBJECTIVES
Within the scope of this topic I mainly exploit the current situation of the pupils
speaking English, due to that basis give out some effective solutions to assist the
pupils to improve ability to speak English in practice
1.4.METHODOLOGY
- Study documents on teaching methods of communication (Communicative
Approach)
- Implement practical surveys in English speaking of pupils.
- Apply these solutions to actual teaching in my division.
1.5.THE NEW POINTS OF RESEARCH.

English for academic purposes, assessment and teacher training and provides a
view on the current state of technological intervention. Comprehensive because the
view is a wide one, supported by numerous case studies which serve to keep the
volume grounded in the realities of practising teachers using technologies in
innovative and exciting ways. I am sure that this volume will be of practical
interest to teachers in search of teaching ideas and examples of good practice, and
provide food for thought for policy makers and school administrators studying
2. CONTENT.
2.1.THEORETICAL BASIS OF THE PROBLEM.
Speaking skill is very important in teaching Enlish. Beside impoving
speaking skill for students, the teacher also help students to improve their listening
skill.
Communication can be caried out every time in the class and in the lessons
but the teacher is the guid who has to control the activities in the class and help
students find the easy way to improve their skill.
2.2 STATUS OF PUPILS SPEAKING ENGLISH.
Our team of teachers to teach English subject to boldly look into the actual
weakness of English speaking of secondary school pupils today. Majority of pupils
in Vietnam can not communicate in English. This would have been a lot of interest
by the teachers as well as Education Managers.
Through a survey at division in order to determine factors hindering English
communication skills of pupils, there are some main following difficulties.
* Results obtained before the test:
Number of Good
Fair
Average
Fail
Poor
2



students
72

No
(Ss)

Percentage
(%)

No
(Ss)

Percentage
(%)

No
(Ss)

Percentage
(%)

No
(Ss)

Percentage
(%)

No
(Ss)


Percentage
(%)

5

6.9

11

15,2

47

65,2

6

8,3

3

4,1

In addition, certain limitations in the application of methods and skills of
teachers in each specific lesson in a long process also significantly affected the
ability of pupils. This misconception from teachers and pupils need to be changed.
2.3.SOLUTION:
Here are some techniques for teaching production in the lesson “ Listen and
Read”

1. Discussion.
Discuss in pairs or in groups about the lesson from the content of the
dialgue .
2.Free Role play.
Two students in front of the class , or students working in pairs
3. Comparision.
Compare the contents of the lesson with the facts
4. Expressing feelings and opinions.
Express feelings and opinions about the content or characters in the
dialogue
5. Imagination.
6. Brainstorm.
7. Mapped Dialogue.
8. Survey.
9. Retelling.
10. Arrange the events in order.
11. Interviews.
12. Chain game
13. Noughts and crosses.
14. My red color.
15. 10- square: Make up a sentence.
♦Examples to illustrate
Unit 1 : A VISIT FROM A PEN PAL
Period 2: LISTEN AND READ

1. Retelling.
Teacher uses some cues and pictures to retell the main contents of the lesson .
+ Base on the cues and the given pictures to retell Maryam's first visit to Hanoi.

3



Lan& Maryam/ pen pals/ 2 years.
This/ first time/ Maryam/ visit/ Hanoi.
The first day / Hanoi / Lan / take/ Hoan Kiem Lake.
The next few days/they/ visit/ Ho Chi Minh's Mausoleum/ History Museum/ Temple
of Literature.
Maryam /impressed/ the beauty / city/ friendliness/ people.
She wishes / longer vacation / Hanoi.
She /also/ want/ invite /Lan/ Kuala Lumpur.
* Suggested answer:
Lan and Maryam have been pen pals for over two years. This is the first time
Maryam has visited Hanoi. Lan took her to Hoan Kiem Lake. Over the next few
days, they visited Ho Chi Minh's Mausoleum, the History Museum, and the
Temple of Literature. Maryam was really impressed by the beauty of the city and
by the friendliness of its people. She wishes she had a longer vacation in Hanoi.
She also wanted to invite Lan to Kuala Lumpur.
2 Arrange the events in order
+ Put these sentences in the correct order.
1. Lan took her to Hoan Kiem Lake
2. They visited the mosque on Hang Luoc street.
3. Maryam and Lan have been pen pals for over two years.
4. They visited Ho Chi Minh's Mausoleum, the History Museum and so on .
5. Maryam came to Hanoi last week.
6. Maryam invited Lan to Kuala Lumpur.
* Keys: 3- 5- 1- 4- 2-6.
3. Imagination

4



Teacher uses some famous pictures and give situation : Imagine your pen pal
is coming to stay with you in Thanh Hoa for a week . Where should you take your
pen pal to and what activities should you do?

communal house

The wooden church

The Tan Huong church
Thang Long bridge/ river.
- 4. Interviews.
+ Now use these questions to interview your friends:
a/ Do you have any pen pals? if yes, how long have you been pen pals? ( 2/ 3
years)
b/ Did he / she visit you? ( Yes)
c/ Where did you take him / her to?
d/ What activities did you do during the visit?
e/ Was she/ he impressed by the beauty of the town? How about the people? .....
- If students learn well , after checking some pairs in front of the class . Teacher
asks students to retell what they have just interviewed .
Example: Hoa and Mai have been pen pals for three years. Last year, Hoa came to
Thanh Hoa to visit Mai. Mai took her to see many famous places in Thanh
Hoa ....
5. Chain game.
1. Maryam/Lan/ been/ pen pals/ 2years.
2. Maryam / visit Lan / Hanoi/ last week.
3. Lan/ take/ her/ Hoan Kiem Lake/ Temple of Literature/Ho Chi Minh's
Mausolem/ mosque/ so on.
5



4. Maryam/ impressed/ beauty/city/ friendliness/its people.
5. Maryam/ wish/ have/ longer vacation / Hanoi.
Teacher: Maryam and Lan have been pen pals for over two years.
Pupil1: Maryam and Lan have been pen pals for over two years. Maryam visited
Lan in Hanoi last week.
pupil2: Maryam and Lan have been pen pals for over two years. Maryam visited
Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of
Literature, Ho Chi Minh's Mausoleum, the mosque and so on.
Pupil3: Maryam and Lan have been pen pals for over two years. Maryam visited
Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of
Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was really
impressed by the beauty of the city and the friendliness of its people.
Pupil4: Maryam and Lan have been pen pals for over two years. Maryam visited
Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of
Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was really
impressed by the beauty of the city and the friendliness of its people.
Pupil5: Maryam and Lan have been pen pals for over two years. Maryam visited
Lan in Hanoi last week. Lan took her to Hoan Kiem Lake, the Temple of
Literature, Ho Chi Minh's Mausoleum, the mosque and so on. Maryam was
really impressed by the beauty of the city and the friendliness of its people.
Maryam wishes she had a longer vacation in Ha noi.
6. Noughts and crosses.
impressed
mosque
wishes
pen pals

correspond


keep in touch modern

visit
used to

Maryam was really impressed by the beauty of Hanoi.
* Possible answers:
mosque: Maryam wanted to visit the mosque.
wishes: Maryam wishes she had a long vacation in Ha Noi/ Viet nam.
pen pals: Maryam and Lan have been pen pals for over two years.
correspond: They correspond at least once every two weeks.
visit: They visited Hoan Kiem Lake/ the Temple of Literature.....
keep in touch: They will keep in touch.
modern: Ha Noi is a (busy) modern city.
Unit 2: CLOTHING
Period 7: LISTEN AND READ
1. Describing: - Use your own words to describe the ao dai.
6


2. Discussion.
- Work in groups of four and discuss about these questions.
1/ What have you known about the ao dai?
2/ Do you think Vietnamese woman should wear the ao dai at work? Why? (Why
not?)
3/ Tell the group what fashion designers have done to modernize the ao dai?
*Suggested answers:
1/ The ao dai is the traditional dress of Vietnamese women. It consists of a long
silk tunic that is slit on the side and worn over loose pants. Traditionally, both men

and women wore it but nowadays, it is usually worn by women, especially on
special occasions...
2/ Yes, I think they should wear the ao dai at work because the ao dai encourages
Vietnamese women to feel proud of the traditions and customs of the country...
3/ They have printed lines of poetry on it or have added symbols such as suns,
stars, crosses to the ao dai.
3. Report.
- Work in groups of four or five to report what you have known about the ao dai.
You can use the following given words:
+ Ao dai/ traditional dress/ women.
+ It/ consist/ long silk tunic/slit/ sides/ worn/ loose pants.
+ Traditionally/ it/ be/ frequently/worn/ men and women.
+ Nowadays/ usually/ wear /it.
+ Now/ fashion designers/ have modernized/ ao dai/ so/ look/ modern/
fashionable.//
4. Situation.
Situation: A foreigner wants to know something about the ao dai, the traditional
dress of Vietnamese women.
The foreigner: I want/ know more / the ao dai,/ the traditional dress / Vietnamese
women//. you/ help /me?
You: Sure. The ao dai/ consist/ long silk tunic/ that/ slit/ sides/ worn/ loose pants//.
The foreigner: men/ use /wear/ it?
You: Yes/ but nowadays/ women/ usually/ wear / it//.
7


The foreigner: Why/ the majority/ Vietnamese women /prefer /wear/ modern
clothing/ work?
You: Because/ convenient//.
*Suggested answers:

The foreigner: I want to know more about the ao dai, the traditional dress of
Vietnamese women. Can you help me?
You: Sure. The ao dai consists of a long silk tunic that is slit on the sides and worn
over loose pants.
The foreigner: Did men use to wear it?
You: Yes. But nowadays, women usually wear it.
The foreigner: Why do the majority of Vietnamese women prefer to wear modern
clothing at work?
You: Because it is more convenient.
Unit 3: A TRIP TO THE COUNTRYSIDE.
Period 15: GETTING STARTED + LISTEN AND READ.
1. Retelling.
- Retell Ba's trip to the village, using the pictures and the given words:

a.Ba's village/ about 60kms/ the north/Hanoi.
It/ lies/ the foot/ mountain/ and/ a river.

b. Ba/ his family/ get/ village/bus.

c. They/ have/ chance/ travel/ between/ green paddy fields/ cross/ small bamboo
forest.
8


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
2. Retell the story from jumble sentences.
+ Work in groups of four and tell your friends about Ba's trip to the village, using
these jumble sentences:
a. In the afternoon, they went boating in the river and had a picnic on the river
bank
b. They visited Ba's uncle after the meal.
9


c. They got to the village by bus.
d. Ba and his family had a day trip to their home village.
e. Then, they walked up the mountain to visit the shrine.
f. They went home late in the evening.
g. After two hours travelling by bus, they reached the big old banyan tree.
* Suggested answers:
d. Ba and his family had a day trip to their home village.
c. They got to the village by bus.
g. After two hours travelling by bus, they reached the big old banyan tree.
b. They visited Ba's uncle after the meal.

e. Then, they walked up the mountain to visit the shrine.
a. In the afternoon, they went boating in the river and had a picnic on the river
bank
f. They went home late in the evening.
Unit 4: LEARNING A FOREIGN LANGUAGE .
Period 20: GETTING STARTED+ LISTEN AND READ.
1. Survey.
1.1 - Teacher asks students to work in groups of six.
- Ask them to stand up and ask each other the question: "What subject do you need
to improve?" They have to write the names and the subjects that their friends
answer.
Example:
Name
What subject
Hoa
Literature
Hung
Math
Lan
English
- Give feedback.
- Ask students who need to improve the same subject work in groups and discuss
how to improve.(Teacher pays attention to how to improve English.)
1.2
- Teacher asks students to work in groups of six.
- Ask them to stand up and ask each other the question: " Which ways do you often
use to learn and improve your English?" They have to write the names and the
ways that their friends answer.
*Example:
Name

How to learn English
Hoa
Listen to English programs on the radio
Mai
Speak English with your friends
Nam
Do more grammar exercises...
- Teacher has students show the ways that are the most popular in the class.
2. Find someone who
10


-Teacher asks students to go around the class and ask their friends Yes/ No
questions using the activities in the table. If their friends answer "Yes", they have
to write their friends' name in the" name "column.
*Example:
Find someone who...
Name
Watch English TV programs
Learn by heart all the new words
Ly
Practice listening to English tape
Speak English with friends
Do the homework
Write English as much as possible
Learn to sing English songs
P1: Do you often watch English TV programs?
P2: Yes.
(P1 has to write P2's name in the name column.)
- Teacher asks some pupils to report the results before the class.

*Example: Ly and Nam said that they often watched English TV programs.
3.Mapped Dialogue.
Teacher asks pupils to practice the dialogue in pairs, using mapped dialogue. One
student plays the role of examiner and another plays the role of Lan.
-Teacher put the mapped dialogue on the board.
- Elicit the exchange from students.
- Have some pairs practice each exchange before going on to another exchange.
- After finishing the dialogue, ask a good pair to demonstrate the whole dialogue.
- Teacher asks students to work in closed pairs,then public pairs.

Examiner

Lan

What/ name?
Lan
Where/ come?
Why/learning/English?
you/speak/ other langugages?

Viet nam
Because/ need/ job.
French

What /aspects/English/difficult?
pronunciation
11


-Teacher gives feedback and correct.

*Suggested dialogue.
Examiner: What's your name?
Lan: My name is Lan.
Examiner: Where do you come from?
Lan: I come from Viet nam.
Examiner: Why are you learning English?
Lan: Because I need it for my job.
Examiner: Do you speak any other languages?
Lan: I speak French.
Examiner: What aspect of learning English do you find most difficult?
Lan: I think it's pronunciation.
+ Teacher asks students to play the roles of Lan and Paolo. Lan reports Paolo What
the examiner asked Lan.
Paolo
Lan
finish/exam ?
What questions/ ask?

Yes
First/ asked/what my name/

where/
They/easy/ weren't ?

I /come.
Then/

asked/why/

leaning


English/
and if/ speak/languages.
What else/ she/ ask?
She/ asked/ what aspect/
Leaning/English/find/difficult.
*Suggested answer:
Paolo: Have you finished your exam?
Lan:Yes..., I have.
Paolo: What questions did she ask you?
Lan: First, she asked me what my name was, and where I came from.
Paolo: They were easy for you, weren't they?
Lan: Then she asked me why I was learning English and if I spoke any other
languages.
Paolo: What else did she ask you?
Lan: She asked me what aspect of learning English I found most difficult.
Unit 5: THE MEDIA
Period: 28: GETTING STARED+ LISTEN AND READ
1. Brainstorming.
-Teacher asks students to brainstorm their ideas on " the benefits of TV" .
12


- Teacher gives them the beginning of a list and students have to add their ideas to
it.
- Students work in groups of four or six and write them on a poster.
- The two or three groups which write more correct ideas will win the game.
- Get the latest information

The benefits of TV


*Suggested answer:

- Enjoy interesting programs such as films, music...
- Get the latest information.
- Watch a variety of local and international programs.
- Learn many different subjects such as English, Math...
2. Information transmitting.
- Teacher divides the class into two teams then chooses 6 volunteers from each
team. Get the volunteers to stand in two lines. Show the first student in each line a
sentence: (written on a small piece of paper)
3. Remote controls are used to interact with TV.
- The first student in each line whispers the sentence to the next person in his/ her
line.
- The second student whispers to the third......and so on
- The last student shouts out the sentence then writes it on the board, if it is the
same as the sentence teacher shows, that team wins the game.
- Teacher continues the game with other sentences.
* The sentences are shown to students.
a/ Remote controls are used to interact with TV.
b/ The Kien Thuc Ngay Nay is one of the most popular magazines in Vietnam.
c/ People can get the latest information thanks to TV.
d/ People could get the news from town criers.

Unit 6:

THE ENVIRONMENT
Period 37: GETTING STARTED+ LISTEN AND READ

1. Lucky Number.

-Teacher writes 7 numbers on the board and tell 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.
13


- Teacher divides the class into two teams.
- The team having 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:

*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. 10- square.
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.// going/clean.

1

shore.

Group1/walk/the2 Group2 /check/ sand.

3

14


Group 3/ check/ rock.

4

Mr Jones/collect/
bags/ take/
garbage dump.

5 Mrs Smith/provide/

6

picnic 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.
Unit 7: SAVING ENERGY
Period42: GETTING STARED+ LISTEN AND READ
1. Discussion.
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?"

15



C
A

B
E
E
D
F

G

H

E

* Suggested answers:
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.
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.
UNIT 8 : CELEBRATION.
Period 49: GETTING STRATED+ LISTEN AND READ
1. Retelling.
- Look at the pictures and the cues and introduce the celebration- Tet in Viet nam

16



important celebrations, late January or early February
clean , decorate, wear new clothes, enjoy, special food,
* Suggested answer:
Tet is the most important celebration in Vietnam. It is in late January or early
February. On this occasion, people clean and decorate their homes, they wear new
clothes and enjoy special food such as sticky rice cake.
2. Substitution Boxes.
Teacher has students work in groups of six to talk about some celebrations they
have learnt, using the cues.
late January or early February/late March or early April.
decorate homes./ sticky rice cake./Jewish people./ ancient/
spring festival./ he Seder / chocolate/ sugar eggs /colorful
parades.
The Lunar New
Year
*Suggested answers:

Passover

Easter

The Lunar New Year.
The Lunar New Year occurs in late January
or early February.
17


People often decorate their homes and enjoy
sticky rice cakes.
Passover.

Passover is in late March or early April.
It is celebrated by all Jewish people.
It is also an ancient spring festival.
People eat special meal called Seder.
Easter.
Easter happens around the same time as Passover.
On Easter Day young children receive chocolate
or sugar eggs. In many countries people crowd the
streets to watch colorful parades.
UNIT 9: NATURAL DISASTERS
Period 54: GETTING STARED+ LISTEN AND READ
1. Imagination.
Teacher asks students to read again the weather forcast on TV and notice some
phrases:
* will have temperature between ..............and...........
*will experience temperature between...........and.........
* Ho Chi Minh's temperature will be between ............and.........
* can expect clouds/ thunderstorms.
Teacher asks students to look at the map and play the role of the weatherman to
present the weather forecast, based on the information given.
- Imagine you are a weather man. Now you are talking on TV about the weather
forecast.

Unit 10: LIFE ON OTHER PLANETS
Period 61: GETTING STARED+ LISTEN AND READ
1. Discussion.
-Teacher has the whole class discuss the topic "UFOs".
-Teacher chooses a good student to be the leader.
-Teacher gets the leader to make a summary of the evidence of the existance of
UFOs and then discuss with his/ her friends.

18


- Teacher gives the pupil the cues to summarize:
a. 1947/ Kenneth Arnold/reported/ see/ nine large round objects/travelling/2,800
meters an hour/ left/ north / Mount Rainier.

b. 1954/ a woman/ believed/ see/ a UFO/ above / house.
c. 1964/ a farmer/ claimed/ see/ egg-shaped object/ his field.
d. 1971/ two men/ claimed/ be captured/ by aliens/ taken aboard/ spacecraft.
* Suggested answers:
a. In 1947, Kenneth Arnold reported that he saw nine large round objects travelling
at about 2,800 meters an hour to the left and north of Mount Rainier.
b. In 1954 a woman believed that she saw a UFO above her house.
c. In 1964, a farmer claimed that he saw an egg-shaped object in his field.
d. In 1971, two men claimed they were captured by aliens and taken aboard a
spacecraft.
-Teacher gives the leader some questions for him/her to ask his/her friends.
1/ Do you believe in Kenneth Arnold, or the woman who saw a UFO above her
house?
2/ Have you ever seen a picture of an alien? Can you imagine what the aliens are
like?
Are they small or big? Are they intelligent? ( If yes) Why do you think so?

2.4. RESULTS.
With above solution, the quality of learning is raised, especially in the
writing lesson, students learn more excited, the children more active and proactive
in searching knowledge, synthesize knowledge.
* Results obtained after the test:
Number of

Good
students
72

Fair

Average

Fail

Poor

No
(Ss)

Percentage
(%)

No
(Ss)

Percentage
(%)

No
(Ss)

Percentage
(%)


No
(Ss)

Percentage
(%)

No
(Ss)

Perc
entage
(%)

11

15.3

23

31.9

37

51.4

1

1.4

0


0
19


Looking at the table of results after a certain time to apply his teaching
experience, I'm glad that the quality of students is significantly increasing . They
are not only interested in learning more learning English , but also feel more
confident to communicate in English or Vietnamese before the crowd.

3. CONCLUSION
To improve the quality of foreign language teaching hours in general and English
in particular, the preparation of teachers prior to inspire real learning for students is
necessary. Above are a few experience “ Techniques for teaching production in
the lesson “ Listen and Read – English 9” are explored and applied . It may not
be the optimal solution but it is very convenient, simple and effective I have been
applied. This not only helps teachers teach more positive but also help students
actively, voluntarily learning more. It is indispensable to teachers who constantly
explore, learn, read books and reference books to enhance their knowledge - not
only professional knowledge but also knowledge to serve society for their lessons.
Through years of teaching grade 9 , I saw the methods I put in accordance with
students in a difficult locality and also has obtained certain results.
The above jobs are only small numbers that I have applied in the teaching
process and achieved some good results. Look forward to exchanging opinions of
colleagues and judges to become effective subject and contribute to the education
and training of young generation.
CONFIRMATION OF THE PRINCIPAL

Thanh Hoa, March 20, 2017
I hereby declare that this is my

writing and It does not infringe
any copywright.
Written by:

Nguyen Thi Hoa.

20


THE LIST:

CONTENT

PAGE

. INTRODUCTION

1

1.1REASON FOR CHOOSING TOPIC.

1

1.2.THE PERPOSE OF RESEARCH.

2

1.3.STUDY OBJECTIVES.

2


1.4.METHODOLOGY.

2

1.5. THE NEW POINTS OF RESEARCH

2

2. CONTENT

2

2.1.THEORETICAL BASIS OF THE PROBLEM.

2

2.2 STATUS OF PUPILS SPEAKING ENGLISH.

2

2.3.SOLUTION

3

2.4.RESULTS
3.CONCLUSION

19
20


21


TÀI LIỆU THAM KHẢO
1.
2.
3.
4.

Sách giáo khoa tiếng Anh 9 – Nhà xuất bản giáo dục
Sách giáo viên tiếng Anh 9 - Nhà xuất bản Đại học sư phạm Hà Nội.
Sách giáo viên tiếng Anh 9 - Nhà xuất bản giáo dục.
Một số tranh ảnh từ tư liệu giáo dục qua mạng Enternet

22


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH
GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Hoa
Chức vụ và đơn vị công tác: Trường THCS Thiệu Dương

TT

Tên đề tài SKKN

Kết quả

Cấp đánh
đánh giá
giá xếp loại
xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)

Năm học
đánh giá xếp
loại

Solutions to help secondary
1.

school students improve their

Cấp phòng

Loại B

2015-2016

English communication

23