(SKKN 2022) a number of measurements to make excitement in writing english skills for students in grade 9 of dong minh primary and secondary school

THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING INITIATIVE IN TEACHING EXPERIENCE A NUMBER OF MEASUREMENTS TO MAKE EXCITEMENT IN WRITING ENGLISH

THANH HOA DEPARTMENT OF EDUCATION &TRAINING

DONG SON OFFICE OF EDUCATION AND TRAINING

INITIATIVE IN TEACHING EXPERIENCE

A NUMBER OF MEASUREMENTS TO MAKE EXCITEMENT

IN WRITING ENGLISH SKILLS FOR STUDENTS IN GRADE 9 OF DONG MINH PRIMARY& SECONDARY

SCHOOL

Written by: Pham Thi Hoa

Position: Teacher of English

Address: Dong Minh primary& secondary school

Field of initiative: education

DONG MINH, 2022

INDEX

V New point of the initiative experience 4

B The content of the initiative experience 5

III.Measures carried out to solve the problem 6-16

A THE OPENING:

I Reason for choosing the subject:

English has become the native language of many countries around the world Our country is in the period of innovation, integration and development of the economy, implementing industrialization and modernization so learning English

is the most important issue The issue of teaching and learning English effectively are being concerned by both the leaders of education career and all the students’parents

The universalization of English in secondary schools in Vietnam today poses increasing demands not only on the level but also the teaching methods of teaching foreign language teachers, how to choose for themselves a teaching method which is the most effective, imparts to the students in a good way they can understand isa hard problem that all teachers mention.Therefore, to increasingly improve the teaching methods, the teacher must know how to use the method knowledge reasonably and practically which can be applied in the real circumstances and with respect students

Continuously response to the implementation of the theme "Innovation in education, improve the quality of comprehensive "and “ teach and study

with the real quality at schools" was and is a very urgent work of both teachers and students

We all know that learning English as well as any other language, when learners want to become proficient in that language, they must practice the four basic skills: Listen-Speak-Read-Write However, in the four skills in English, the wrting skill must be said the difficult one In fact, most students are not interested in learning writing skill

As a perennial English teacher, exposed to many students in many different locations, I really worry about the quality of learning English in general, how students learn English writing skill in particular So with the passion for my job, desire to learn, I'm researching solutions to improve the quality of learning English, especially the method of causing the excitement for students in learning writing skill

So how to help students-especially the last level-9 graders can apply vocabulary and grammatical structure to listening effectively? How to teach writing to every school pupil to help they feel fascinated and loved the subject more? How to find some positive, simple, easy to understand, practical methods? That’s the reason why I choose the topic: "A number of measurements to make excitement in writing English skills for students in grade 9 of Dong Minh secondary school "

II Research purposes:

- Facing the actual situations as well as the real state of affairs in teaching and learning English of teachers and students of Dong Minh, Dong Son, Thanh Hoa, This subject is developed with the desire to help students in grade 9 (in particular) promote their full potential, no longer feel difficult to learn the writing and especially stimulate the students who are not good at English to

overcome the hesitation of writing English, lessen the mistakes in the writing English

- Evaluate the reality of teaching and learning of teachers and students in Dong Minh school

- Lessons to draw and suggestion

III Research objects:

Objective of study includes thirty-seven students of class 9A at Dong Minh Primary and Secondary School, Dong Son District, Thanh Hoa Province

IV Research methods:

Reading and learning about English materials related to teaching English Investigating, surveying the learning situation of English students From then, applying that methods to produce the most objective results

V New points of Initiative Experience

Applying both online lectures, take pictures of student’s writings to correct

B THE CONTENT OF THE INITIATIVE EXPERIENCE

I Theoretical background:

In grade 9 or higher textbooks, the teaching of skills is clearly distributed The writing skill in English language curricula from the schoolbook of Vietnam and other countries compiled for students and students is not casually developed

as the last skill The main reason of that is its inherent difficulty

In the end, we can say, hear, understand but cannot write, we are still considered "illiterate", but if we can write that means we understand In other words, writing skill is a great advance of the listening-speaking-reading skill that learners achieved

It requires learners to have a higher ability in the language When we say,

we can say in short, in a nutshell, sometimes it can be said wrong but we can use the action, gestures to express ideas, intentions that listeners can still understand but when we write, we should respect the principles of English usage and grammar rules so that we can communicate smoothly in any situation in which the language requires precision to avoid misunderstandings

For example: we can say: "I have not a car" that listeners can still understand but if we write, this sentence is not completely grammatical This sentence should be rewritten as "I have not got a car" or "I do not have a car"

II.The reality of the problem:

Over the years of teaching 8th and 9th graders, I found that students did not like to learn the writing skill and often think that this part is too hard I also noticed that some other teachers did not like to teach this part because the method of teaching this part was quite difficult and less interesting

As a result, many teachers do not go into depth, explore new methods, prepare visual teaching materials… for these writing skills classes, students are increasingly afraid of this module

That is why in recent years, at examinations of school or higher level, they often have very poor results when they have to do the writing exercises

The table hereinafter is the results through written tests of students in 9A Dong Minh Primary and Secondary School in the school year 2020-2021:

Total Mark 0-3

%

Mark 4-5 %

Mark6-8 %

Mark 9-10 %

Facing the above actual situation and low results, I was also very anxious and tried to explore many methods, made many visual learning materials and taught some periods by using the Power Point program and really surprising, the students were clearly positive They are no longer as passive as before, which motivates me to try more different tips and teaching methods

III Measures carried out to solve the problem:

I realized that students often find difficult to write a text, paragraph or even a sentence But if there are reasonable guidelines, suggestions, put them into the specific situations of the article, they can still write

Many students can understand but cannot express, they do not know where to start writing as well That's why I find that suggestions, instructions and setting up pre-writing situations are very important, as well as guide them to prepare necessary materials for processing a writing

And the last thing they only need is to complete the task by combining their ideas perfectly Not only that, the suggestions, the instructions can also stimulate their curiosity and creativity They will feel very happy with their products

Through researching and attending some classes of colleagues at Dong Minh School and others in the district, most of the teachers find it difficult to make the writing lessonsinteresting and it is often because of the lack of students’ knowledge of language and vocabulary As a result, the atmosphere in the class is silent and it can not promote the students’creativity Only good students are able to do the tasks while others never have enough time to finish the writing

The teaching of writing skills is applied in three parts of the PPP (Pre - While - Post) as in the reference documents, but we can apply creatively to suit each specific writing, each written content and individual student

A- Teaching Pre-writing

In general, the writing passages in the English programs of grade 9 are often raised with an outline, a sample article, or using suggesting words or phrases The teacher explains the vocabulary, sentence structures or meaning of the article through illustrations, introductory paragraphs, suggesting scenarios or sample texts so that the students can prove their ability and creativity in writing This stage is the most important because it provides students with all the necessary materials to do the task

a) Guiding to write through sample writing

Students read a sample article to get the sense of what the text is about, for what purpose That is the meaning of the passage Through reading the sample text, students can grasp the style of the passage, the type of passage, formal or informal

From that knowledge, they can apply to their writing appropriately to both

the meanings of the requirements and the style of the sample text that can still

bring into play the creativeness of students

(English 9 – Unit 2 -Skills 2- Writing – Page 23)

To help our students write well, we should provide my students with the

information they use to write For example, after reading the passage quickly,

the students will know what is the topic sentence, the problems and the

conclusion of the passage Then I give my students the outline of writing a

paragraph on the topic

When they have understood the writing tips, they just need to know what the

contents of the letter are so they can write the same content

We can also write a sample text on a sub-board or monitor, then underline

the parts that need replacing, so that they can grasp the parts which can be

created by their own ways But this method is often showed when I teach on

Power point software to help students easier to understand

b) Tutorial writing through outline of textbook

In English textbook 9, some articles are based on the given outline This is

also a very necessary thing for students to rely on to help student's articles do

not get lost, close to what the textbook required

To do that, they should first understand what they are going to write How

to write? What is the composition of the article?

Therefore, the teacher plays an important role in leading, suggesting and

helping the children in this section This helps them to develop their writing

ability, and they feel more receptive to knowledge

On the other hand, the teacher should choose the right instructional

approach, otherwise there will not be enough time for the following or they will

lose their creativity

Example 1:

(English 9 – Unit 1 – Skills 2- Page 13)

- after getting the students to discuss in group and choose some places they

want to advise their friends, teacher can help them to go through an

outline of an email:

Start: Dear…/ Hi…

Content: ( write the advice and mention the reasons why…)

End: Best wishes / Your friend…/ Love…

Example 2: When teaching Write part Unit 4 English 9 (page 47):

In order for students to write, the teacher has to put lots of ideas into

students’ head in the Pre-writing section I had to ask students to outline but they

cannot know I'm tacit to help them get information for writing

After providing the essential vocabulary and structure, I asked the students to work in two groups and offered the benefits of the internet through Network Tips that gave them an air of excitement and helped them take information for the next section

(English 9- Unit 4 – Skills 2 – Writing - Page 47)

Then I ask my students to work in groups, choose one facility which was not available 30 years ago and write a short description of how students in the past studied without that facility

In order that students have enough time to think first before writing, I can pick some pairs to practice these questions, and they can substitute underlined words with the words chosen by themselves for generating their creativity Then, based on their questions, their answers, and the outline of the textbook, It

is easier to write in a more logical

In your writing, you should include:

- what facility it is

- what it is used for

- how students did the job in the past when they didn’t have it

- how you feel about the change

c) Guiding to writing through words, phrases and pictures given

In English textbook 9, students are also introduced to this form in some periods The advantage of this type of writing is that they can use predicative words to write sentences but capture situations through pictures

That's why it is easy for them to grasp the requirements and the reality shows when I taught them these through the Power Point program, they are very interested in learning and catching up easily

But how to do if the conditions do not allow teaching on the Power point? Then we have to use the paintings, sub-table system so that they are independent

on the textbook and still understand the article Whether teaching as the traditional method or by the Power Point, the important thing teachers have to

interactive TV projector

Present facilities for studies were not available 30 years ago

do before students write is to provide them with suggestions to lead them to write more easily

For example: When teaching the Writing part of Unit 5 (page 57)

Through the pictures, I guided them so that they could get the vocabulary and the situation of the article

Teacher should hang the pictures and elicit the writing by some questions:

Picture 1:What beauty spot is this? Where is it?Why do you want to visit the place?

Picture 2: What activities canyou do in Sam Son?

Picture 3: What places of interest in Sam Son can you visit ? How do you feel about Sam Son?

If students can answer all the eliciting question, they can easily know what they are going to write Teachers also have to guide them the order of the events of the trip and some grammar rules before writing This helps them to avoid unexpecting mistakes

(English 9 – Unit 10 -Skills 2- Writing – Page 55)

-Before writing the advertisement, teachers should go though exercise 4 and supply the students the essential vocabulary and how to write advertisements clearly

The advertisements are often written in a very short statement but include

enough essential information