Skkn some measures to help students in grade 11 improve their writing skills and approach the questions of english writing skills in the 2025 high school exam

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING INITIATIVE SOME MEASURES TO HELP STUDENTS IN GRADE 11 IMPROVE THEIR WRITING SKILLS AND APPROACH THE QUESTIONS OF ENGLISH WRITING SKILLS IN T

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

INITIATIVE

SOME MEASURES TO HELP STUDENTS IN GRADE 11 IMPROVE THEIR WRITING SKILLS AND APPROACH THE QUESTIONS OF ENGLISH WRITING SKILLS IN THE 2025 HIGH SCHOOL EXAM

SUBJECT: ENGLISH

School year: 2024-2025

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

HOANG MAI HIGH SCHOOL

INITIATIVE

SOME MEASURES TO HELP STUDENTS IN GRADE 11 IMPROVE THEIR WRITING SKILLS AND APPROACH THE QUESTIONS OF ENGLISH WRITING SKILLS IN THE 2025 HIGH SCHOOL EXAM

SUBJECT: ENGLISH

Teacher: Lê Thị Hồng - 0986105322

School year: 2024-2025

Contents Page

1.7 Feasibility and applicability of the research 3

2.2.3 Data investigation, survey the practical situation of

students

5

2.3.1 Arrange a paragraph or letter game 7

2.3.3 The game chasing and catching words about vocabulary 14 2.3.4 Thematic brainstorming activities 20 2.3.5 Fishing game operation with linking words 23

2.5 The survey about the necessity and feasibility of the research 28

2.5.2 Content and methods of the survey 29

2.5.3 Scope of the survey 29 2.6 The result of the survey about the necessity and feasibility of the

research

30

2.6.2 The feasibility of the solutions 31

PART I: INTRODUCTION 1.1 Reasons for choosing the research

In the era of global integration and development, English has become an increasingly important language in communication and learning Especially, for high school students, English writing skills are not only an important part of the learning process but also play a key role in the upcoming 2025 high school graduation exam This exam not only assesses students' ability to grasp grammar and vocabulary, but also tests their ability to use English in real-life situations and their logical, coherent writing skills

However, through actual surveys, many students in grade 11 still have difficulties in developing English writing skills, especially when approaching questions in high school exams Some students do not know how to make ideas, arrange arguments logically or make basic mistakes in grammar and vocabulary This significantly hinders the progress of students' writing skills, and at the same time reduces their ability to achieve high results in this important exam

Faced with that situation, I chose to implement an experience initiative with

the topic: "Some measures to help students in grade 11 improve their writing skills and approach the questions of English writing skills in the 2025 high school exam" The purpose of this initiative is to propose specific and effective

solutions to improve students' English writing ability, and at the same time help them better approach the types of writing skills questions in high school exams

The research and application of advanced teaching methods, suitable to the abilities of students in grade 11, will contribute to improving their writing skills, helping them to be more confident in performing English writing tests, thereby improving their academic and exam results

1.2 The objectives of the study

The goal of the project is to help grade 11 students improve their English writing skills and effectively approach the types of questions about writing skills

in the 2025 high school exam, especially multiple-choice questions that require the arrangement of paragraphs or letters The tasks of the topic include analyzing common types of questions in the exam, for example, arranging sentences in paragraphs or letters in the correct logical order, in order to develop students' thinking and reasoning skills Through the application of appropriate teaching methods and practice exercises, students will grasp how to analyze content, arrange ideas logically, and avoid common mistakes in written tests The expected result is that students will not only improve their writing ability but also be more confident when approaching the same questions in the upcoming high school exam

1.3 The subject of the research

The research object of the project is the students in grade 11 at Hoang Mai High School, who need to improve their English writing skills to prepare for the

2025 high school exam This group of students will be surveyed on their current writing ability, especially the ability to arrange paragraphs and letters in multiple-choice tests Through the process of teaching and applying measures to improve writing skills, the research object will be a demonstration of the effectiveness of the proposed methods

1.4 Scientific hypothesis

The scientific basis of this study focuses on teaching writing skills as a structured yet flexible process, aligning seamlessly with the practical nature of preparing students for the 2025 High School Exam This approach acknowledges the diverse abilities of students in grade 11 and provide a more personalized and effective learning journey in writing

These theoretical underpinnings provide a solid framework for understanding the rationale behind implementing targeted measures to enhance students' writing skills and familiarize them with exam-style questions They emphasize the importance of meaningful practice, individualization, motivation, and a dynamic approach to writing instruction, ensuring students develop confidence and proficiency in writing

1.5 Scope of the study

The scope of the project focuses on the English writing skills of grade 11 students, based on the content of the textbook "English 11 Global Success" used

in the 2024-2025 school year The students of classes 11A1 and 11A9 at Hoang Mai Upper Secondary School were asked to participate in my study The topic will exploit the types of writing exercises and questions related to the skill of arranging paragraphs and letters, one of the key requirements in the 2025 high school exam Research will take place in a classroom setting, with lectures and writing exercises designed in accordance with the curriculum framework of the textbook and exam orientation

1.6 Research Methodology

To implement the project, the following research methods will be applied:

- Survey Methodology: Survey of students in grade 11 on current writing skills, especially difficulties in arranging paragraphs and letters in English tests

- Document analysis method: Study relevant materials, including the

"English 11 Global Success" textbook, sample tests, and English writing teaching materials to identify areas for improvement in students' writing skills

- Experimental Methods: Apply writing teaching methods in the practical teaching process for students in grade 11, including teaching students how to organize paragraphs and letters, and developing writing skills through practical exercises

- Assessment methods: Monitor and evaluate student progress through the results of tests, writings, and feedback from students after applying teaching measures

These methods will support the collection of actual data, give specific analysis, and accurately evaluate the effectiveness of measures to improve writing skills

1.7 Feasibility and applicability of the research

The feasibility of the study on implementing "Some measures to help students in grade 11 improve their writing skills and approach the questions

of English writing skills in the 2025 high school exam"is strongly supported by

several factors

- Thanks to outstanding management and strong support from the school leadership, teaching and learning facilities are regularly upgraded to provide students with a conducive learning environment

- Most of the teachers in our group achieved a B2 level in Cambridge English and a C1 level in the six-level system

- Many students are passionate about studying English

Regarding the applicability of the study, the proposed measures effectively enhance students’ writing skills and exam readiness, aligning with Hoang Mai School’s educational goals and broader curriculum standards By integrating various writing techniques into textbook tasks, the study improves English proficiency while fostering critical thinking and cultural awareness Moreover, the insights gained can inform teacher training and curriculum development, ensuring sustainable improvements in writing instruction Beyond exam preparation, this study contributes to the advancement of English language teaching methods, benefiting students in both academic and professional contexts

1.8 Some new factors of the study

Teacher can develop adapting writing tasks that are tailored to the specific proficiency levels of the students within the English 11 - Global Success program

to propose specific and effective solutions to improve students' English writing ability, and at the same time help them better approach the types of writing skills questions in the 2025 high school exams

PART II: CONTENTS 2.1 Theoretical basis

Improving English writing skills for high school students, especially grade

11, is not only an important requirement in the curriculum but also contributes to preparing them for the 2025 national high school exam According to Resolution 29-NQ/TW on Fundamental and Comprehensive Reform of Education and Training issued on November 4, 2013, the education system needs to innovate in teaching and learning methods, in which the development of self-learning capacity, creative thinking and language skills are the core factors

In addition, Circular 32/2018/TT-BGDDT on the new general education program also emphasizes the importance of developing language skills for high school students, including English writing skills This skill not only helps students communicate effectively but is also a means to express logical thinking, arrange arguments and argue closely in texts and articles In the context of the national high school exam, writing skills require students not only to master grammar but also to be able to analyze and organize ideas in a reasonable way

According to Brown (2004), writing is a complex thinking process that requires learners to know how to build and organize ideas in a logical sequence This is even more important when students are faced with types of questions that require the arrangement of sentences in paragraphs or letters, such as in the 2025 high school exam As Hyland (2003) points out, the development of writing skills must go hand in hand with the practice of critical thinking and reasoning ability This not only helps students write coherently, but also enhances their ability to solve complex questions in the exam

The teaching and development of writing skills needs to be carried out in a systematic way, from providing basic knowledge of grammar and vocabulary, to practicing specific skills such as paragraph arrangement, sentence structure analysis To meet the requirements of the high school exam, students need to be able to distinguish and arrange sentences in the paragraph so that it is reasonable and true to the logic of the text

2.2 Practical situation of problems

2.2.1: Current situation

The current situation of writing skills of grade 11 students at many high schools in general and Hoang Mai High School where I am teaching, shows many significant limitations According to the initial survey, the majority of students have difficulty developing ideas and arranging sentences in paragraphs or letters

in the right logical way This is especially evident in the results of written tests, when many students do not know how to organize the content coherently, leading

to fragmented passages and lack of cohesion

One of the main reasons for this situation is that students still have limited analytical and critical thinking abilities They often focus on memorizing grammar and vocabulary to prepare for tests, but lack the skills to apply them in real writing In addition, during the learning process, many students have not been specifically instructed on how to arrange ideas or paragraphs reasonably, leading

to a lack of confidence when facing with questions about arrangement in high school exams

In addition, the current curriculum mainly focuses on listening, speaking, and reading skills, while writing skills, especially advanced writing skills, have not been fully emphasized The teaching of writing in high schools usually only stops at the level of writing simple sentences or short paragraphs, but does not immerse into practicing the ability to reason and organize ideas This directly affects students' writing ability, especially when they have to perform complex essays or face questions that require paragraph arrangement in high school exams

2.2.2: Students’ writings and answers

Here are the student’s writings and result of student’s exercise From the

current situation, it is very necessary to propose and apply specific measures to improve writing skills and approach to the questions of arranging paragraphs and letters to help grade 11 students improve their writing ability and better prepare for the 2025 high school exam

2.2.3 Data investigation, survey the practical situation of students

Below is a multiple-choice question to help survey the current state of writing skills of grade 11 students before applying improvement measures

Question 1: What do you find most difficult in the process of writing

English paragraphs? (Multiple answers can be selected).( see appendix 1)

A Difficulty in arranging ideas and sentences in a logical order (40/47 students participated in the survey)

B Lack of vocabulary and grammar to express ideas (42/47 students participated in the survey)

C Not knowing how to start and end a paragraph coherently (30/47 students participated in the survey)

D Have no idea or don't know what topic to write about (20/47 students participated in the survey)

The results of the survey on the difficulties encountered by students in grade

11 in the process of writing English paragraphs clearly show some outstanding problems Of the 47 students surveyed, 40 (a high percentage) reported that they had difficulty arranging ideas and sentences in a logical order, which showed that their ability to organize the content was weak In particular, 42 students (or 89%) admitted that they lacked vocabulary and grammar to express ideas, which is a major obstacle that directly affects their ability to write In addition, 30 students shared that they did not know how to start and end paragraphs coherently, resulting in their writings often lacking connection and completeness Notably, 20 students had difficulty coming up with ideas or not knowing what topics to write about, which reflected problems with creative thinking and the ability to develop content

Question 2: Choose the correct answers in a test (see appendix 2) Test transcripts of students in grades 11A1 (Experimental Class) and 11A9 (Control Class) before impact:

Class

Number

of students

11A1 47 4 8,5% 10 21,3% 22 46,8% 11 23,4% 11A9 46 2 4,4% 11 23,9% 22 47,8% 11 23,9%

Before the impact, class 11A1 had 8,5% of students with good grades and 17,1% with good grades, while the ratio of average and weak students accounted for 70,2% (46,8% average, 23,4% weak) Similarly, class 11A9 has a good student rate of only 4,4%, good at 23,9%, and the number of average and weak students accounts for 70.7%

These results show the need to apply measures to improve both writing skills and content organization thinking for students

2.3 Measures to solve the problems

Here are 5 specific activities that have been implemented in the classroom

to help Grade 11 students improve their English writing skills:

2.3.1 "Arrange a paragraph or letter" game

Unit 1: A long and healthy life- Write a short message

Activity Title: “Arrange a paragraph or letter” game

Objective: To help students practice the skill of arranging sections in a

message or paragraph logically, make familiar with the types of writing skills questions in high school exams, create excitement and strengthen teamwork skills

An example describing the steps to apply the game

Below is a short message Put the parts in the correct order

A Can you bring some fresh mangos from your garden? We'll need them for one of the recipes

B Hi Linda,

C How about coming to my house this Sunday? We can try some recipes from the book

D Thanks for lending me your book about healthy cooking It's great!

E See you soon,

- Teacher explains that the student's task is to arrange the parts of the message in the right order to form a complete and logical paragraph

* Step 2: Divide the group

- Teacher divides the class into groups of 4-5 students Each group is dealt

a set of cards, each containing a part of the message (A, B, C, D, E, F)

- Teams have 5-7 minutes to discuss and arrange the cards in the right order

* Step 3: Group discussion

- Groups begin to discuss the meaning of each section of the message They need to determine what the opening sentence, main content, and ending sentence are, and then organize them into a complete message

- During the discussion, students will develop logical thinking and teamwork skills, and practice their ability to organize content in a logical way

* Step 4: Present the results

- After the time is up, each team will present their arrangement and explain why they chose that order

- Teacher will listen and grade each group based on the accuracy and logic

of the presentation

* Step 5: Summarize and edit the article

- Teacher gives the correct answer (B – D – C – A – E – F) and explains the logical order of the messages For example, start with a greeting (B), thank you for lending a book (D), a meeting invitation (C), a request to bring mangos (A), end with a goodbye (E), and sign (F)

- The teacher will emphasize the importance of understanding the structure

of a message and how to arrange the sections in a logical way

* Step 6: Practice More

- Teacher can give a similar exercise with a different message or passage for students to practice further They will work individually or in pairs on their own to strengthen their skills

- Teacher consolidates the lesson about form of writing a short message as well as writing a letter That helps students know how to arrange the letter better

Results I get after applying this technique

- Students understand the form of letter and are self-confident when going

to the board and present their ideas about arranging a letter

- Students can apply the theory they learned into writing a letter such as a thanking letter

- Students are very confident with question 3 that is equivalent to question

15 of the English sample exam for the national high school graduation exam and question 4 that is equivalent to question 4 in mock exam of in mock exam of Hoang Mai and Quynh Luu high school Here are two examples related to apply theory of ordering messages of unit 1 into the exam

Question 3:

Hi Gemma,

a But it was interesting to watch these videos

b Thanks so much for the guitar lesson videos you sent me last week

c You know, we ought to practise together for some time What do you think?

d Thanks also for the tip about the free websites with musical lesson

videos — they are much better than the sites I've been following

e It's really nice to learn how to play a new instrument like the guitar, but

I am too busy at the moment, so I'm focusing on my violin lessons for now

Write back soon

A b-c-d-a-e B c-b-d-a-e C d-b-c-a-e D b-d-c-a-e

+ Images of students when I apply this measure

+ The videos of students when going to class to explain their choice

https://drive.google.com/file/d/10MFuRSRdBmXkkXRHRaxR9gM7snNN4Ar8/view?usp=drive_link

https://drive.google.com/file/d/19TVWsY4_PjrHNEzHNVD9OKOmLaBbln04/view?usp=drive_link

+ The student’s writings when I use this measure

+ The student’s results on letter arrangement question when I use this measure

2.3.2 Activity "Continue writing"

Unit 2: The generation gap- Write an essay expressing an opinion Activity Title: Continue writing

Objective: Students not only learn how to develop ideas coherently, link

sentences closely, and improve teamwork skills but also know how to arrange a paragraph exactly

Topic: Write an essay (120-150 words) on the point of view: "Parents

should not limit their children's screen time too strictly

- Teacher divides the class into pairs of students

- Each pair will be asked to write an essay on the subject: "Parents should not strictly limit their children's screen time for the following reasons."

- Teacher explains how it works: Each student will take turns writing each sentence in the paragraph, starting with the opening sentence, and then continuing

to write sentences that develop ideas

* Step 3: Write the opening sentence

- Each student in the group will write their own opening sentence to present

their views on the topic Example: Student A: "In today's digital age, parents

should not strictly limit their children's screen time because technology provides many educational benefits."

- After writing the opening sentence, student A will pass the sentence to the other to continue writing the development sentence

* Step 4: Write a sentence to develop an idea

- Student B will write the next sentence to develop the meaning from your

opening sentence Example: Student B: "Firstly, there are countless educational

apps and programs that can help children learn new skills in a fun and interactive way."

- After that, student A continued to write another development sentence

Example: Student A: "For instance, many students use online resources to improve

their language skills or do research for school projects."

- The activity will continue until the paragraph reaches about 120-150 words and is full of sections: opening, body, and conclusion

* Step 5: Conclusion

- After writing the sentence to develop the idea, student B will conclude the

paragraph Example: Student B: "In conclusion, while it is important to monitor

screen time, parents should recognize the educational advantages that moderate and guided use of technology can bring to their children."

* Step 6: Summarize and edit

- After completing the passage, students reread the lesson together and correct grammatical, structural, and syntax errors

- Teacher may ask a few pairs of students to share their writing in front of the class so that other groups can learn more about developing coherent ideas and how to connect sentences in the paragraph

* Step 7: Practice More

- Teacher can ask students to practice on a different topic or adapt the writing based on feedback from teachers and classmates

- Teacher summarize how to write an essay that is necessary for them to know how to arrange a paragraph

Results I get after applying this technique

- Students are self-confident when working in pairs and take turns to add sentences until the paragraph is complete

- This activity not only improves writing but also helps students learn how

to develop coherent and coherent ideas

- Students know how to arrange the paragraph and they are very good at question 4 and question 5 of application exercises that are equivalent to the question 16 and question 17 of English writing skills in the 2025 high school exam

Question 4 a While deadlines and flexibility are essential aspects of this

job, the occasional office meeting for project updates, for instance, is a small trade-off

b Working remotely from home fuels my creativity and allows for a more productive environment

c Indeed, for the past year, I have thrived in this role at a local company, where I craft engaging online content and develop effective strategies

d My passion for both people and technology naturally led me to a

fulfilling career in social media management

e In conclusion, I am incredibly happy with my current position and the

opportunities it provides, as it perfectly combines my interests and skills

A d-b-c-e-a B a-b-c-d-e C b-c-d-a-e D c-a-d-b-e Question 5 a However, despite this growth, Redmond still lacks a

hospital, as the nearest one is located over 30 miles away in Longreach

b Once abundant parks on Oak Street and Richmond Avenue have been replaced by factories, marking a shift towards industrialisation

c The industrial shift has also attracted new businesses, from arcades to shops and factories, boosting the local economy and making Redmond more and more commercially active

d Redmond has transformed significantly over the past decade

e This industrial growth has led to a 25% population boom due to an

influx of factory workers, resulting in increased traffic congestion

A d-b-c-e-a B d-c-a-b-e C d-e-a-b-c D d-e-b-c

+ Images of students when I apply this measure

+ The student’s writings when I use this measure

+ The student’s results on paragraph arrangement questions when I use this measure

2.3.3 The game "Chasing and catching words" about vocabulary Unit 3: Cities of the future- Write an article about the advantages and disadvantages of living in a smart city

Activity Title: Chasing and catching words

Objective: This game helps students expand their vocabulary related to the

topic of "smart cities" and encourages them to apply new vocabulary to their essays, thereby improving their ability to express and develop ideas in the writing process as well as being confident in arranging a paragraph

Topic: Write an article (120-150 words) about the other benefits and

drawbacks of living in a smart city

Procedure:

* Step 1: Preparation

- Teacher prepares pictures or vocabulary clues related to the topic "Smart

City" Vocabulary words can include: technology, efficiency, pollution, cost of

living, connectivity, infrastructure

- Teacher divides the class into groups of 4-5 students Each group will compete against each other to guess the correct vocabulary or phrase based on the image or clue given by the teacher

* Step 2: Explain the rules of the game

- Teacher gives pictures or verbal clues to each vocabulary Example:

+ Image of a smart surveillance camera → Vocabulary to guess: security

system

Figure 1: security system

+ Image of solar energy → Vocabulary to guess: renewable energy

Figure 2: renewable energy

- Teams will have a quick discussion within 30 seconds and raise their flags

to respond The group that answers correctly will score points

* Step 3: Proceed with the game

- Teachers take turns displaying images or providing vocabulary clues

- Example:

Figure 3: Images of automated traffic

→ Suggestion: "This refers to how traffic lights and vehicles communicate

to avoid accidents and reduce congestion." (Guess the word: automated

transportation)

Figure 4: Image of an energy-efficient building

→ Suggestion: "This describes how buildings in smart cities use technology

to save power and reduce emissions." (Guess the word: energy-efficient buildings)

- Teams compete against each other to guess words or phrases based on images and suggestions

* Step 4: Summarize the game

- After the groups have completed the game, the teacher summarizes the vocabulary and asks some questions relating to the vocabulary For example: What do you think about smart infrastructure? (smart transportation, smart energy system, smart water and waste management…….) or what do you think about disadvantage of smart cities? (pollution, high living cost, losing private life,)

- Teacher provides the useful languages, form of writing benefits and drawbacks of smart cities

* Step 5: Practice writing essays

- Students will use the vocabulary they learned from the game and the form the teacher provided to write a short article about the benefits and drawbacks of living in a smart city For example, they could use phrases such as: "One of the

key advantages of living in a smart city is the use of energy-efficient buildings, which helps reduce pollution and save costs."

* Step 6: Evaluate and respond

- Teacher collects students' essays and evaluate them based on their use of new vocabulary and ability to develop ideas in the paper The teacher then provides feedback so that students can improve their writing skills

- Teacher consolidates how to write an articles of advantages and disadvantages as well as some linking words in article or a paragraph such as first

of all, furthermore, on the other hand, in conclusion That helps students know how to arrange a paragraph relating to the questions of English writing skills in the 2025 high school exam

Results I get after applying this technique

- Students are self-confident when working in groups and then applying vocabularies they learn into writing an article about benefits and drawbacks of living in a smart city

- This activity not only improves writing but also helps students learn how

to develop coherent and coherent ideas

- Students very good at question 3 and question 5 of application exercise that is equivalent to the form of question 16 and question 17 of English writing skills in the 2025 high school exam

d Having a part-time job while in university offers numerous benefits

e Finally, they foster independence and responsibility, as students learn to navigate workplace dynamics and solve problems autonomously

f Firstly, it provides financial independence, helping students cover expenses like tuition fees and daily living costs

b In conclusion, while short-form content can be entertaining and engaging, it is essential to be aware of its potential harms and to practice moderation in consumption to maintain a healthy balance in our lives

c This type of media can also contribute to feelings of anxiety and inadequacy, as individuals may find themselves comparing their lives to the highlights showcased by others

d In recent years, the rise of short-form content has become a significant trend, but its negative effects on viewers cannot be overlooked

e Furthermore, the addictive nature of short-form content can lead to excessive screen time, negatively impacting physical health and social interactions

A b - a - c - d - e B b - d - c - a – e

C d - a - c - e - b D a - d - c - e - b

+ Images of students when I apply this measure

+ The student’s writings when I use this measure

+ The student’s results on paragraph arrangement questions when I use

this measure

2 3.4 Thematic "Brainstorming" Activities

Unit 4: Asean and Vietnam- Write a Welcome Event Proposal

Activity Title: Brainstorming activities

Objective: The "brainstorming" activity helps students develop creative

thinking skills and make a coherent outline for the article By discussing and sharing ideas, students are more confident when developing their content and organizing their writing

Topic: Write a proposal (120-150 words) about the welcome event for new

- Teacher explaines that before they start writing, they will participate in a

"brainstorming" activity to develop ideas and outline the article

* Step 2: Organize a "brainstorming" session

- Teacher divides students into small groups (4-5 students) and asks each group to discuss ideas for a welcome event Suggestions that teachers can provide

by the school with additional contributions from students

o For 5-7 minutes, teams will be free to come up with ideas and take quick notes on what comes to mind Example:

 Location: The school hall

 Activities: Group games, speeches from teachers, music, and a tea party

 Objective: To help new students get familiar with the school and meet new friends

 Responsible parties: The student council and the homeroom teacher