As we all know, today English plays an important role in communication. It is widely used around the world and is considered as the common language of communication, especially in the period of the current international integration. So English has an important position like other subjects in school. The teaching of English is required today as increasing not only the knowledge but also the concern of every teacher to teach this course in Vietnam.
Trang 1NGA SON DEPARTMENT OF EDUCATION AND TRAINING
NGA TAN SECONDARY SCHOOL
A RESEARCH PAPER FOR SECONDARY SCHOOL
TEACHERS OF ENGLISH
TITLE: “IMPROVING WRITING SKILL FOR 9TH GIFTED STUDENTS AT NGA TAN SECONDARY SCHOOL BY PRACTICING SOME DIFFERENT TYPES OF ENGLISH
Trang 2SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
PHÒNG GD&ĐT
SÁNG KIẾN KINH NGHIỆM
ÁP DỤNG CÓ HIỆU QUẢ MỘT SỐ DẠNG BÀI VIẾT LUẬN TIẾNG ANH CHO HỌC SINH GIỎI LỚP 9
-TRƯỜNG THCS NGA TÂN
Người thực hiện: Trịnh Thị Hà Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS SKKN thuộc môn: Tiếng Anh
THANH HOÁ NĂM 2015
Trang 3TABLE OF CONTENT
1 Reasons for choosing the study.
2 The purpose of the study
3 Scope of the study
4 Method of the study
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II CONTENT
1 Theoretical background
2 Practical background.
3 The sollutions
3.1 The steps made in writing a paragraph or an essay writing
3.2 Some steps of essay writing and the methods to practise
them
3.2.1.Describing people
3.2 2.Descibing places/ Buildings
3.2.3.Descibing places/ Buildings
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III.CONCLUSION
1 Limitations of the study
2 Recommendations for further research.
3 Conclusion.
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IV REFERENCE
V APPENDICES
Trang 4I INTRODUCTION
1 Reasons for chosing the study
As we all know, today English plays an important role in communication It
is widely used around the world and is considered as the common language ofcommunication, especially in the period of the current international integration
So English has an important position like other subjects in school The teaching
of English is required today as increasing not only the knowledge but also theconcern of every teacher to teach this course in Vietnam
Since Vietnam has started its open door to the world and to foreigninvestment, the English language has gained more significance At the CentralParty Committee meeting on education in December 1996, English wasconfirmed as the first language to be taught at schools in Vietnam Thegovernment of Vietnam has stressed the importance of English as it is considered
to play a significant role on the country’s path of modernization andindustrialization The command of English may offer learners an entrance to the world of academy, trade, aviation, music and sport
The English language has rapidly become the most popular first foreignlanguage among Vietnamese people, especially at schools, colleges anduniversities For learners of English, the English language surely brings about abetter career prospect Needles to say, writing is amongst the most prominentskills that language learners need to learn as an essential component of theiracademic practice and later on in their professional life, which partially explainswhy teaching writing has prompted a good deal of research that covers variousaspects of its broad instructional contexts Teaching/learning how to writesuccessfully gets even more complicated and challenging for both languageteachers and students For many Vietnamese students, especially 9-grade tallentstudents of secondary school, presenting written work is a substantial challenge.They may have little experience of writing and may be very anxious abouthaving to write essays in a test There is no doubt that having one’s workassessed by another is a daunting experience, but there are techniques, which can
be adopted and make this skill easier Over the months applying innovativemethods in teaching English in Nga Tan secondary school I have seen thatstudents confused not knowing what to write style; how to express ideas inparagraph, essay; how to use structures for reasonable questions So I boldly
chose the topic “IMPROVING WRITING SKILL FOR 9TH GIFTED
STUDENTS AT NGA TAN SECONDARY SCHOOL BY PRACTICING SOME DIFFERENT TYPES OF ENGLISH ESSAY WRITING” to help
them understand how to write essay in different types to improve theeffectiveness of teaching English, particularly the English quality of 9th giftedstudents at Nga Tan secondary school
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Purposes of the study
From this reality, I constantly research, study, experimental methods, toteach writing tips to find out how to most effectively teach written as:
Trang 5- Help students understand how to write several passages.
- Help students learn how to use the structure of each part of the passages
- Train for students taking independent thinking
- Help students a love of the subject and overcome the psychological fearjoining essay exams gifted students at all levels
- Helping teachers better understand how to write several essays
3 Scope of the study
The study is focused on only the tallent students at Nga Tan secondaryschool who begin to have passage, essay writing lessons
- About the size: Learn to apply the methods of teaching writing
- Time of the research: Survey from August 2016 to the present
4 Method of the study
- Based on the characteristics of English subject, according to innovativemethods of teaching junior high school level
- Provision for hours to learn the real situation now writing skills in junior highschools
- Application of different forms of writing such articles with guidelines orcreative writing assignments
- Refer to teach writing skills through books, newspapers and related information
"learning with practice."
Stemming from the "learner-centered '', methods of teaching and learninghas changed fundamentally The teacher is not the only one who holds theknowledge and impart knowledge that only the user lead, facilitators, mentors,moderators no longer a passive acquisition of knowledge which is the center ofthe teaching process, initiatives and creativity in the learning process in order toachieve high results in learning and know how to apply to real life
General language teaching, teaching English in particular the renewal ofteaching methods is very important Besides mastering language knowledge,make good listening skills, speaking, reading and writing skills they also play arole equally important role Teaching writing is one of the basic content is thesubtle combination of clarifying the different language skills
Trang 6From the arguments on the application of the method of teaching writingand how to help students make a good article in English, means ensuring therequired precision articles, grammar, creativity in the article is very important.
2 Practical background
2.1-General situation of the school.
Nga Tan secondary school is a school in the coastal area so condition of theschool is poor Condition of teaching English at school still face manydifficulties: No function rooms, facilities for teaching listening, teaching aidsservice is poor discipline
3 The sollutions
In the process of teaching and learning I have noticed that writing skill is one ofthe hardest skills in the four skills It requires students to have a vocabulary,understand the grammatical structure, the idea to outline when writing Inparticular they must be aware of the type required to write essays like Writingskill helps students reconstruct what has been learned, helps them practice usingthe language effectively and also gives them chance to practice writing Writingskill also helps students promote their creative abilities, it reflects the results ofthe process of listening, speaking, reading, grammar, vocabulary of students anddemonstrates strengths and weaknesses, and it also helps teacher easily noticed astudent's mistakes rather than speaking Writing operation is a very importantpart of the process of teaching and learning English Especially for those giftedstudents, at each level of competition they regularly encounter the article
3 1 The steps made in writing a paragraph or an essay in English
Structures and how to implement a paragraph or an essay in English in writtenexam for good student in grade 9
To write a paragraph or an essay, first, students need to understand how toarrange the layout and details in a paragraph or an essay
* Guide students to write under 6 following steps:
Trang 71 - Write the topic sentence (Note: Make sure to thoroughly take advantage of allthreads to write a topic sentence).
2 - Check to make sure the topic sentence in your topic sentence topic andcontrolling idea
3 - Look for reviews to prove / interpreting main idea by asking questionsprefaced with a question word
(Note: Due to the length of the passage is controlled, so you just put about 5questions that are Remember that these questions should be relevant to thetopic)
4 - Assemble the answers to your questions (supporting sentences) into acomplete text The key to remember is that you must step sure what use order toarticulate supporting sentences
5- Consider whether or not the written statement If unsure, skip this step
6 - Check your spelling errors, grammatical errors can be found in each of yoursentence
This can only be done once you master the basic theory of how to write aparagraph (paragraph) or an essay (composition)
In this article, we will look at the steps necessary to implement a subject into acomplete text
3.2 Some types of essay writing and the methods to practice them
3.2.1 Describing people
1 Introduction: Who the person is/ When and how you first met or saw
him/her
2 Main body
+ Physical appearance: height/build, age, facial features, hair, clothing
( From the most general aspects to the most specific detail)
Eg: Bill, who is in his early twenties, is quite tall and well-built, with thick blackhair and piercing blue eyes He is usually dressed in jeans and a T-shirt
+ Personality/ behavior(with justification/examples): give examples of mannerand mannerism
Eg: Mark is rather unsociable, usually sitting silently in a corner abserving othersfrom a distance
+ Life/ lifestyle/beliefs: talk about the person's habits, interests, profession, dailyroutine, opinion, etc
Eg: Being both a university student and a part-time assistant in a supermarket,Tom has little free time to go out in the evenings
3 Conclusion
Comments/ feelings about person
* Tips: If the instruction for the writing task ask you to describe someone related
to the present, you will describe the person using Present tenses eg: " Describe aperson who is unusual "
Trang 8If you are asked to describe somebody related to the past Somebody who is nolonger alive or somebody you met some time ago, you will describe the personusing Past simple tenses.
* Linking words and structures: Writing which contains a series of short
sentences or the same simple linking words(such as"and") soon becomes boringand repetitive To avoid this, you should use a wide range of linking words andstructures
- with: She is tall and striking, with long blonde hair
- Relative Clauses: who/which/whose
My neighbour, who is slightly eccentric, has dozens of filthy cats
- Result: so/such (a) (that)
She is so beautiful that she looks like a film star
- Addition: in addition to, as well as/ besides, moreover, furthermore, not only
but also ,etc.
Eg: He is very tall, in addition to being very thin
- Contrast: but/yet/However/Nonetheless/Even so + Clause
Although/(Even) though/ While + Clause
In spite of/ Despite + -ing form/noun/the fact that
Eg: He is temperamental, but/yet he is a loyal friend
- Linking cause and effect:
She is open and friend (cause) She is popular (effect)
Because/as/since/owing to/due to(+-ing/noun/the fact that)
As a result/consequence of….; A/the result of is ; as a result,
Eg: A result of her being open is that she is popular
, so ; therefore/for this reason ; The reason(that/why) is
Eg: She is open and friendly, therefore she is popular
* Impressions, Opinions and Reactions:
I think/feel/etc (that)….; It seems to me that …; To me/To my mind
As far as I'm concerned…; In my opinion/view/eyes…; Sb seems/ appear to be ; I/ people/etc find/ consider sb to be ; I think of/ see/ regard sb as being
* Compoud Adjectives: Compound adjectives are formed with
- present participles: a hard-working student
- past participles: an open-hearted young man
- cardinal numbers + nouns: a three-year-old boy
- well, badly, ill, poorly + past participle: a well-intensioned friend
3 2.2 Descibing places/ Buildings
1 Introduction: name/ location/ population of the place, reason for choosing the
place
+ Factual information such as age, size, colour, material, etc
Eg: The temple, with 10-meter tall marble columns, was built in 800BC
+ Details relating to the senses ( sight, hearing, smell, touch, taste) to suggestmood and atmosphere
Trang 9Eg: Visitors' footsteps on the wom stone floors echo through the cool, darkcorridors, disturbing the tranquil silence
2 Main body: general features and particular details
+ Place: surroundings, sights, facilities, free-time activities
+ Building: surroundings, detailed description of exterior/ interior
- Past tenses are normal used when describing a visit to a place/building
- First and second conditionals (will/would) can be used when you describe yourideal city/house,etc
- When we give factual information about a place or building this is normallygiven using Present tenses
* Expressing Impression & Reactions
- You can express positive impressions of a place by:
+ using a variety of adjectives such as: breathtaking, delightedful, eyecatching,outstanding, picturesque, etc
+ using a variety of present or past participle from such verbs as: astound, amaze,astonish, impress, refresh,etc
Eg: I was/felt astounded at how beautiful Florida is in winter
+ using a variety of nouns in expressions such as: to my amazement/astonishment/ delight/ surprise/etc
Eg: To my delight, the place had kept its character
- You can express negative impressions of a place by
+ using a variety of adjectives such as: disreputable, inhospitable, neglected+ using a variety of present or past participles from such verbs as: disappoint,shock,etc
Eg: the disappointing view of the unsightly housing
+Using a variety of nouns in expressions such as: to myisappointment/surprise/etc
Useful language: Explaining Impression
The most noticeable/outstanding feature of the place is its golden garden
A huge statue of a lion is the first thing one notices upon entering the temple Without doubt, the most impressive thing about San Francisco is the Golden Gate
Trang 10The reason that the area is so depressing is that there are so may derelict
buildings
* Making comparisons:
To compare places or building you can use
- (just/nearly) as (positive degree) as
Eg: In those days the main streets were just as congested as they are today
- The same as…
Eg: The cottage was the same as it had been fifty years before
- (relatively/considerably) less (positive degree) than
Eg: The new buildings are considerably less ornate than the old ones
- (much/far/considerably) more + adjective/ adverbs + than
Eg: The northern area is more picturesque than the eastern area
- (by far) the most + adjective
Eg: Hill Manor is by far the most elegant hotel in the region
- comparative + and + comparative
Eg: The streets are becoming dirtier and dirtier
- the comparative , the + comparative
Eg: The further south you travel, the warmer it becomes
3.2.3 - Describing festivals/ events/ ceremonies
1 Introduction: Set the scene ( name,time/date, place of event, reason(s) for
celebrating)
2 Main body: Preparations( decorations, rehearse,etc.)
Description of actual event (costumes, food, atmosphere, activities,etc.)
3 Conclusion: feelings, comments, thoughts
* Notice:
When you describe annual events( a celebration/festival which takes place everyyear), present tenses are used and the style is formal However, when giving apersonal account of an event which you witnessed or took part in, past tenses areused and the style may be less formal The passive is frequently used to describepreparations/ activities which take place
Eg: Pumpkins are carved and placed in windows and costumes are designed
3.2.4 - Narratives
1 Introduction: Set the scene ( Who/what/when/where)
Sets the scene (place, time, character(s), etc.), creates an intersting mood/atmosphere to make the reader want to continue reading, and/or beginsdramatically to capture the reader's attention
2 Main body: Develope the story ( Describe incidents leading up to the main
events and the event itself in detail Describe people/ place/ emotions/actions/etc)
3 Conclusion: End the story (complete the plot; describe feelings/ reactions;
explain the conspuences)
* Techniques for beginning or ending stories:
- You can start your story by - You can end your story by:
Trang 11+ describing the weather, place,
people, etc, using senses
+ using direct speech
+ asking a rhetorical question
+ creating mystery or suspense
+ addressing the reader directly + using direct speech
+ referring to feelings or moods + describing people's reactions to the events developed in the main body + creating mystery or suspense + asking a rhetorical question.
* Techniques for beginning or ending stories
* Past tenses and time words
- Past habits are not described using Past Continuous In stead, use Past Simple,
"used to" or "would", with an appropriate adverb of frequency
( Adverbs of frequency: always, usually, frequently/often, sometimes/
occasionally, seldom/rarely, never)
- Past continuous
Time words/phrases: (at the same time) as , meanwhile, when, while
* Techniques for beginning or ending stories:
Never(before/again), No sooner, No longer; Nowhere
Not often, Not always; Not only( but also)
Seldom/Rarely = "not often"
Hardly ever/anywhere =" almost never/nowhere"
Not until Not before
Only when = "not until/before", Only if = "not unless"
Eg: No sooner had I stepped under the shower than the doorbell rang
Not only was I exhausted, but also extremely hungry
"Not until/before" and "Only when/if" are followed by inversion in the second part of the sentence.
Eg: Not until it grew dark did they stop searching for the missing dog.
3.2.5 - Discursive Essays
There are three main types of discursive essays
1 For and against essays
Present both sides of an issue, discussing points in favour of a particular topic aswell as those against or the advantages and disadvantages of a particularquestion Each point should be supported by justifications, examples, and/or
reasons The writer's own opinion should be presented only in the final
paragraph.
Trang 12* Useful expressions and linking words/phrases:
- To list points
Firstly, First of all, In the first place, To begin/start with
Secondly, Thirdly, , Finally
- To list advantages
One/Another/A further/ An additional(major) advantage of is
The main/greatest/first advantage of is
- To list disadvantages:
One/Another/A further/ An additional(major) disadvantage/drawback of
The main/greatest/most serious/first disadvantage/drawback of
Another nagative aspect of
- To introduce points/arguments for or against
One (very convincing) point/argument in favour of / against
A further common criticism of / It could be argued that ,
Often claimed/suggested
It is Widely argued/
maintained That Generally felt/believed/held
advocate ( +ing/noun)/support the view that
oppose the view that All In favour of/against 0f the opinion that/convinced that
opposed to
- To add more points to the same topic
In addition (to this)…; furthermore….; moreover…; besides…; apart from…; what is more…; as well as…; not to mention ( the fact) that…; also…; not only but also/as well…; both and….; There is another side to the issue/question/argument of
- To make constrasting points
on the other hand,
however, still, yet, but,
nonetheless, nevertheless,
even so,
it may be said/argued/claimed that,
others/
many peole oppose this viewpoint ( strongly) disagree ,
claim/feel/believe this argument is incorrect/misguided
Although; though; even though; while; whilst; whereas; despite/in spite of (the fact that); regardless of the fact that; Opponents of .; argue/believe/claim that ; The fact that ; contradicts the belief/idea that ; While it is true to say that ; in fact ; While/Although ; it cannot be denied that
- To intruduce examples
For example; for instance; such as/ like; in particular; particularly; especially;