Skkn tiếng anh HOW TO WRITE a REPORT

English of High school curriculum is intended as apurposefully spiral ramp, which means students meet the samelearning material three times with increasing difficulty during highschool t

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Cấp cơ sở, năm học 2016 – 2017

HOW TO WRITE A REPORT

Người viết: ĐINH HỮU PHÚ CƯỜNG

Học vị: cử nhân Chức vụ: tổ trưởng tiếng Anh

Prepared by ĐINH HỮU PHÚ CƯỜNG page 1 School year 2016-2017

SÁNG KIẾN KINH NGHIỆM

Họ và tên người viết: ĐINH HỮU PHÚ CƯỜNG

Tên sáng kiến kinh nghiệm: HOW TO WRITE A REPORT

English 10, 11 and 12

A INTRODUCTION

I THE REASONS FOR RESEARCH

1 The logical choice.

Writing is one of the necessary skills to communicate,especially, in a world of mess media in which we are not only good

at understanding information but also effective in presenting ourthoughts through writing skill My research is just a little partamongst other numerous literary tasks

2 The practical reasons.

English of High school curriculum is intended as apurposefully spiral ramp, which means students meet the samelearning material three times with increasing difficulty during highschool time If students master this, it does not matter Otherwise, itwould be a big problem for them to continue their studies afterwardsespecially at university or at future work I have chosen this topic inhope to help students be more confident in writing reports atmedium or intermediate levels and then towards more difficult oradvanced levels In addition, English for new high school education,also called the 10-year curriculum, always contains a project aftereach unit

II GOALS AND METHODS OF THIS RESEARCH

1 Goals:

My two main goals are to find out the difficulties in writing

a report and how to deal with those difficulties, particularly for thestudents to fully achieve good results in writing an academic reportwhich is useful in their school studies and may be in international

2 Methods:

It is based on my teaching experience, which has never been

a failure at finishing a lecture without any success from students

I have consulted a lot of documents from good Englishteaching books and from experienced colleagues

III PROVINCE OF RESEARCH

I have decided on this writing skill due to the Writing Partthat used to be in the past GCSEs and may be an indispensable part

in the future Moreover, this is an essential lesson of Englishcurriculum for high education This technique is supposed to bemost material to every student who wants to master their writing inhigher levels, which are likely to be served useful purposes afterdoing assignments as a project in the new curriculum

The types of report commonly used are:

IV RESEARCH SUPPOSITIONS

My studies attempt to ascertain the difficulties that studentsoften meet with: they do not know how to make a suitableintroduction to a report or develop the topics to the main body As aresult, students simply follow what to be taught withoutbrainstorming I intentionally supply students with a practicalmethod in order to dispose of a characterized question of Englishwriting

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V THEORETICAL AND PRACTICAL BASIS

1 Theoretical basis:

English has become a world language People speakingEnglish fall into one of three groups: those who have learned it astheir native language; those who have learned it as a secondlanguage in a society that is mainly bilingual; and those who areforced to use it for a practical purpose administrative, professional

or educational Vietnamese students are taught English as one of thecore subjects besides literature and maths In order for Vietnamesestudents to be confident in using their English, teachers need notonly to supply them with necessary language skills but also tomotivate them in daily teaching activities

2 Practical basis:

Finding themselves without being able to write ameaningful sentence or a persuasive paragraph, most Vietnamesestudents tend to lose heart and hide themselves learning sciencesubjects as a way of showing off! We have mislaid a large number

of English potential persons We often blame for such poor contents

of textbooks In fact, we do not often pay special attention toteaching and are not enthusiastic enough to be a mine of informationabout all forms of teaching However the three-level Englishlanguage set of textbooks is another, which requires much fromboth teachers and students to achieve level three of the ForeignLanguage Proficiency Framework for Vietnam that is equivalent toB1 in the Common European Framework of Reference forlanguages (CEFR)

VI IMPLEMENTATION PLAN

I began this research in school year 2014 – 2015 with 12A5and 12A8, 2015 – 2016 with 12A1 and 12A10, and I am doing thisresearch with 12A6, 12A9,12A12, 10A6, 10A7 and 10A9 in school year

2016 – 2017 Year after year, the deeper the research, the better theresults, which enables me to analyze details and essential features inorder to conduct a grammatically and stylishly standard writing, whichmust be very helpful for my students to do their writing test in theinternational examinations or in their future work

B CONTENT

I REALITY AND CONFLICTS

For years English has been considered as one of the coresubjects in the education syllabus, some of students are beginning todefine the role of English in their further studies However, theyfind it hard to be satisfied with the materials from their Englishtextbooks being now used at school There is an unspokenassumption in the present curriculum that is abundantly clear foreveryone Therefore, teachers are always under pressure of time inclass and of the fulfillment of a class organizer

If I chase after the tasks in the textbook, I often finish mylecture on time with a vague feeling that maybe my students canunderstand and do the same task in their real life Consequently, theway my students have done the same task disappoints me.Otherwise, I am short of time In order to solve the time problem, I

am forced to give this lecture in double periods, which means I have

to shorten the next lessons and I am genuinely motivated by theresults from the writing test

II SOME SUGGESTED SOLUTIONS

In order for students to improve their writing, I divide thiswriting task into two levels The low level reserved for the studentswho can distinguish the report part and put the report part into order.For the students with higher level, they themselves can develop theideas in each report part based on the outline made out by bothstudents and the teacher

However, the first stage is to help students to have carefuloverview of the report, which lessens the pressure to face withwriting too many words, too many ideas and too many points ofview

And then I give students the step-by-step instructions tomake the directing introduction and situation introduction, toestablish the main body and conclude the report

Prepared by ĐINH HỮU PHÚ CƯỜNG page 5 School year 2016-2017

CLEARLY:

- state the aim of your report

- make sure you mention where you got the information from

- use a formal, neutral style

2

REPORTIN

G FINDINGS (2 or 3 paragraph

s)

FORMAT:

- headings used to make it easier to read

- points used under each heading with bulletpoints or numbers (if necessary)

GRAMMATICALLY:

- Avoid your personal opinion with I, we…

- Use the passive voice

- Use formal language with modal verbs andgeneralising functions

USEFUL PHRASES:

- The main problem was that…

- Several people said/ suggested/ thought/ told me that…

- Sum up the report’s possible recommendations

- Suggest the best one(s)

This report will describe some of the problems

This report is intended to …

The aim/ purpose of this report is to …

In this report I will

Taking all the points into consideration….

All things considered….

analyze - look at - examine discuss - outline - compare describe - focus on - show

THE TITLE OF REPORT

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HOW TO MAKE THE INTRODUCTION

There are many ways to make a good introduction; however, I have chosen the most possible method for my students because this can be the root from which students highly develop their future writing skill.

THE METHOD OF DIRECTING

It is based on the information that was made during the interview and on behavioral observation

Ⓐ

The sentence expected is

Ⓐ→ It is based on the information on the Internet and

medical books and also through the interview ”

Step 3 : to ask students to produce the whole paragraph.

The whole paragraph expected is

Ⓐ→ The aim of this report is to show what devices are

often used to learn English by the students and determine the usefulness of these in English studies

Ⓑ→ In order to prepare this report, the interviews were made among students and school documents of the past

school years were searched for.

Prepared by ĐINH HỮU PHÚ CƯỜNG page 9 School year 2016-2017

HOW TO REPORT FINDINGS (MAIN BODY)

It is based on the variety of information, this kind of report can contain four or five paragraphs Therefore, there are two or three paragraphs for the main body

Step 1 : to have a clear conception of main body.

STUDENTS IN THE CLASS

Introductory

paragraph

This report will examine the students’ family life in myclass It is based on the information that was made during theinterview and on behavioural observation in class

How to write

HEADINGS THE FINDINGS FACTS/ REASONS/

Most of the students are satisfied with their family life

because their fathers and mothers always joins hands to help each other

It does not matter when fathers enter the kitchen and cook dinner if mothers come home from work late or mothers are willing

to say no to a party

in order to go shopping with their daughters

in family

It appears that there is a remarkable difference

Some students, 45%

of them, have to help parents with the family business

or farming work Others, 55%

interviewed, seem

to do nothing when getting home from school or evening classes

family members

There is sometimes

a bitter argument that can be observed on his or her sad face the next day, which might not be much important in family life

Conclusion family and have been brought up in their loving andIn conclusion, most students were born into a good

responsible hands

Prepared by ĐINH HỮU PHÚ CƯỜNG page 11 School year 2016-2017

Step 2 : to ask students to produce SECTION 1 of paragraphs 1,2 and 3.

How to write

(sometimes can be listed) HEADINGS THE FINDINGS FACTS/ REASONS/ EXPLANATION

to choose the food that was benefit to their health

75% of the students who were interviewed were surprised to see the food pyramid, which means they did not know the percentage of these foods

in their daily diet.

Moreover, most of them did not pay much attention

to vegetables and fruit or refuse to eat them

because of a high level of toxicity in these On the other hand, there are a few with good knowledge

of nutritious diet but they cannot practice because

Predictably the majority likes salty food because most of them come from the North and the Central whereas others like sweet food

Conclusion

In conclusion, I would recommend that they should focus

on their harmonous diet because the food with too much saly, sugarand meat is not good to healthy More vegetables and fruit should

be eaten during the day

Step 3 : to ask students to produce SECTION 2 of paragraphs 1&2

USED TO LEARN ENGLISH

How to write

(sometimes can be listed) HEADINGS THE FINDINGS FACTS/ REASONS/ EXPLANATION

Ⓐ

owners said that smart phones have become anindispensable part of life

o 24 % of the students with Ipads agreed that this electronic device is often used for

entertainment such as playing games, watchingfilms or listening to music

Ⓑ

However, these students have been successful in their English studies thanks

to the programme in their smart phones:

international tests

o 71% did well in the GCSEs

Conclusion To concluse, I would like to mention that any invention has

both sides, so It is recommended that students should take full use

of the positive side of the invention to benefit their life especially theirEnglish studies

Prepared by ĐINH HỮU PHÚ CƯỜNG page 15 School year 2016-2017

What expected are

Ⓐ → Most of the students told me that they were obviously well acquainted with all electronic devices:

Ⓑ → Oddly 74% of their phones used mostly used for chatting, texting and taking a photo by oneself and sharing via social

media that is often called selfie or selfy, which means there was only 26% of the students’ phones with study programmes.

Step 4 : to ask students to produce SECTION 3 of paragraphs 1,2&3

USED TO LEARN ENGLISH

Introductory

paragraph

This report is intended to focus on the factorshelping people to have a longevity A large number of peoplewere interviewed to find out useful life experience

How to write

(sometimes can be listed) HEADINGS THE FINDINGS FACTS/ REASONS/ EXPLANATION

exercise plays

an importantpart in keepinghealthy

It seemed that

no one deniedthe fact that asound mind in asound body

Ⓒ

Conclusion All those aspects might be necessary for people to

gain a good health The problem is that those should be onbalance depending on natural their disposition, economicsituation and geographic area where to provide them withnutritious food and fresh air

Prepared by ĐINH HỮU PHÚ CƯỜNG page 17 School year 2016-2017

What expected are

Ⓐ→ Meanwhile, most giving the reasons for longevity agreed

that the kinds of food might be good like:

o fish and vegetables

o corn and beans, which are healthy and high in fibre

Ⓑ→ so not surprisingly people aged 90-100 on the islands in

Okinawa are found

o walking several kilometres daily or even working in vegetable gardens

o practising karate and kendo

Ⓒ → Therefore, they approved of these good actions:

o actively taking part in family life as well as social activities

o having joy in everyday chores

Step 5 : to ask students to produce the whole main body

The aim of this report is to compare different ideas

to make PE lessons at Nguyen Du High School moreproductive for students while learning at the same time Alarge number of students were interviewed to findout different opinions

How to write

(sometimes can be listed) HEADINGS THE FINDINGS FACTS/ REASONS/ EXPLANATION

Conclusion All those aspects might be necessary for

people to gain a good health The problem is thatthose should be on balance depending on natural theirdisposition, economic situation and geographic areawhere to provide them with nutritious food and freshair

Prepared by ĐINH HỮU PHÚ CƯỜNG page 19 School year 2016-2017