students, showing strengths, weaknesses, and also helps teachers easily toperceive students' mistakes than when they speak.Writing is a very important part of teaching and learning Engli
Trang 11 Introduction: 1
1.1 The reason for choosing the topic 1
1.2 Purpose of the study 2
1.3 Research subjects 2
1.4 Research Methods 2
1.5 The new points of experience initiative 2
2 Content of experience initiative 3
2.1 The rationale of the experience initiative 3
2.2 The problem state before the application of experience 3
2.2.1 Advantage: 3
2.2.2 Difficulties 3
2.3 Solutions to solve problems 4
2.3.1 Solution Teach Pre - writing 4
2.3.2 Solution Teach the While - writing section 7
2.3.3 Solution 10
2.4 The effectiveness of the experience initiative for educational activities, with self, colleagues and the school 13
3 Conclusions and recommendations 14
3.1 Conclusion 14
3.2 Recommendations 14
LIST OF REFERENCES 15
CATEGORY 16
THE INITIAL EXPERIENCE HAS BEEN CONFERENCED BY THE EXPERIENCED EXPERIENCE COUNCIL FOR EDUCATION AND TRAINING OF DISTRICT, PROVINCES AND HIGHER LEVELS OF C 16
Appendix 1: Teaching illustrations 16
Appendix 2: More about the landscapes in Thanh Hoa 20
Trang 21 Introduction:
1.1 The reason for choosing the topic
Language is a special signaling system, which forms and develops withhuman society Language exists in everyday human life as a means ofcommunication Through the expression of language, one can understand oneanother, understand each other's moods and attitudes so as to build socialrelationships, to interact with each other, to make human society become into astrict abstinence
For students to form a language for them is a very necessary work,requiring us to always focus on developing the dynamics, creativity, activestudents to create Identify and solve problems for children In order to achievethis goal, the change of teaching methods in schools in the direction of attachingimportance to learners is the subject of the activity, encouraging active learningactivities, active and creative learners in thelearning process
In teaching foreign languages, the point is more true because no one canreplace learners in the acquisition of foreign language and use foreign language
in communication activities by their own communication capacity
The innovation of foreign language teaching methods should agree on thefollowing points:
- To organize the teaching process in the direction of activating thelearners' activities
Promote and promote the active, active and creative role of students
- Organize students to acquire knowledge by their own activities
- Teach children self-learning and self-will
Thus, the ultimate goal of teaching - learning a foreign language is notsimply to identify phonetic, vocabulary or grammatical systems that studentsmust know to use in order to achieve their communication goals Specifically:verbally, in action, in writing
The role of writing skills in the current junior high school program ismainly to coordinate with other oral skills to enrich classroom practice as well
as homework, to reinforce the It also helps students to become familiar with thestyle and structure of writing and learn how to use writing activities for a simplepurpose such as writing letters, writing addresses, messaging, fill in forms,forms
In the process of teaching and learning English, through the experience of
18 years of class I found:
Writing skills are one of the hardest skills in any skill It requires students
to have vocabulary, understand grammatical structures, ideas to outline whenwriting Writing skills help students to reproduce what they have learned, to helpthem practice using the language efficiently and also to write the letters for thechildren The writing ability promotes the creativity of the student, whichreflects the results of listening, speaking, reading, grammar, vocabulary of
Trang 3students, showing strengths, weaknesses, and also helps teachers easily toperceive students' mistakes than when they speak.
Writing is a very important part of teaching and learning English, but atthis time, students are not good at this skill
Derived from the requirements of the school level and actual teaching atschool I find that students are limited in using these four skills in the Englishlanguage, especially in writing
In the four skills of listening, speaking, reading, writing and writing, it isnecessary to express correctness, coherence, high precision in terms of words,structure, etc But after each article students can not synthesize the contentlearned form, use wrong word, confused from, wrong word type
Therefore, I am always thinking about and researching solutions to improvethe quality and effectiveness of the school One of the solutions to improve thequality of education that I am interested in and implement is: " INITIATIVEEXPERIENCE: PRACTICE WRITING SKILLS IN TEACHING ENGLISH
TO 8TH GRADE STUDENTS IN NGA MY SECONDARY SCHOOL”
1.2 Purpose of the study
- To find out the different ways to exploit the initiative and creativity ofstudents in the process of training skills in teaching English
- Train and develop writing skills for students:
Know -> Thoughts -> Contemplation -> Writings.
Students learn to categorize different types of writing so that they have amore accurate view of literary language
1.3 Research subjects
As part of this initiative, I researched WRITE sections from Unit 1 to Unit
16 in English textbooks 8 and conducted with students in grade 8, Nga Mysecondary school
1.4 Research Methods
- Based on the characteristics of English Secondary School
- Requirement to renovate secondary school teaching methods
- Requirements of different types of exercises: written exercises withtutorials or creative writing
- Study the curriculum carefully
- Refer to the teaching hours of colleagues
- Have students write in some other classes in the school
1.5 The new points of experience initiative.
Through the experimental period, my colleagues found that the application
of these methods into the writing lesson has made the lesson less boring,students are more active in learning, so the passionate passion With the subjectsimproved, students who are weak and average are more confident and interested
in solving their tasks in guided writing, better students are goodat gaining theirknowledge in extra activities while being fluent with guided writing activities
Trang 42 Content of experience initiative
2.1 The rationale of the experience initiative
Since the beginning of learning English, students have been exposed tofour basic language skills: listening, speaking, reading, and writing These areimportant skills of the teacher in imparting knowledge to students Writing is adifficult skill for the learner It requires the instructor to understand the teachingmethod effectively and to implement the principle of "learning with practice".From the point of view of "learner-centered," teaching and learningmethods have changed fundamentally Teachers are not the only ones who holdthe knowledge and impart knowledge but only the person who are instructors,facilitators, mentors, testers, etc Students are no longer passive learners but arethe center of the learning process, active in the learning process to achieve Highresults in learning and applying to real life
innovation teaching method is very important In addition to masteringlanguage knowledge, good listening, speaking and reading skills, writing skillsalso play anequally important role Teaching writing is one of the basic contentsand really is a subtle combination of teaching other language skills
make a good English writing, that is, to ensure the accuracy of the articlerequirements, grammar, creativity in the article is very important
2.2 The problem state before the application of experience
2.2.1 Advantage:
English textbooks have been put to use have many advantages have met therequirements of teaching and learning good now, promote the positive, creative,active learning of students, initially help the I am familiar with self-learning method.Particular attention has been paid by the Party and the State to the provision
of modern facilities, means and teaching equipment such as computers,televisions, smart boards, etc The Party Committee of the Nga My Commune,the School administrators, the Parents' Association, combined with theimplementation of the new teaching methods of the teachers themselves, havebrought into play the independence, creativity and skill of applying knowledgepractical, emotional impact, bring joy, excitement learning for students
In recent years English is the third compulsory subject in high school, soschool administrators, parents and students are investing to improve the quality
of teaching and learning
2.2.2 Difficulties.
- In fact, the teaching and learning teachers face many difficulties, becausethe object of teaching is a student living in a disadvantaged commune, lacking inmaterial
- Many students take lessons slowly, quickly forget Therefore, learningVietnamese is difficult, practice writing English is even harder
- In many families, their children's lack of attention and urgency of parents,
a small proportion of students have no self-learning sense, so the results are not
Trang 5Some lessons have long and difficult content for students, so teachers have
to work a lot
- There is not enough vocabulary or sentence structure to express themeaning
- Understanding of social knowledge is limited
- Ability to use spoken English when writing
- There is not enough information, information and insights on the topicwriting, so can not write true
- Students often get discouraged with writing lessons
I personally conducted a 15 minute test (Content is Exercise 3 Page 15English Textbook 8)
Title: Write a paragraph to describe your partner
After conducting the survey I have obtained results as follows:
2.3 Solutions to solve problems
I have specifically investigated the ability of the 8th grade students to write
in English through writing in class as well as at home, suggesting that theinstructional stage, the writing point, is the most important If you are clearlyinstructed to do so, your writing activities will go smoothly.In the writingprocess of the students, they also make mistakes in terms of type, structure,punctuation, punctuation, redundancy, style In this section I will presentSpecifically, his teaching experience is in three parts: Pre - writing, While -writing and Post – writing
2.3.1 Solution Teach Pre - writing
In general, the posts usually start with an outline, a sample article, or words
or phrases Teachers introduce vocabulary or situations through pictures orthrough reading comprehension activities, students capture the presentation of apresentation
Posts for certain purposes or requirements Then students will perform thearticle
As requested, there are specific instructions and suggestions for the weakstudent, medium or writing creative freedom extends to pretty good students
2.3.1.1 Guide through the outline.
- Students read the requirements of the article
- Bring the situation of the article
Trang 6- Set up a reasonable outline question system for students to discuss ingroups, then answer or write their answers on the board.
- Put together a sample of students on the board, using the answers andconnections content
- Underline words, phrases or sentences that can be substituted for weak,average students
- Write a similar post, can add or change a bit of information for goodstudents
Example: UNIT 12: "A vacation abroad" WRITE Section (text, page 118)
* Before teaching to write a postcard, the teacher directs the student tofollow the instruction step by step:
- Students read assignments
- Teacher explain the requirements of the exercise: Imagine you are atourist on
Vacation in a certain place / city in Vietnam Write a postcard to a friendabout your trip
- Ask students to list the activities they usually do while travelingsomewhere (Activities on holidays)
+ sightseeing
+ take photograph
+ eat special food
+ buy and send postcards
………
- Teachers set up a reasonable outline question system Ask the students todiscuss the questions in groups and then answer the teacher's instructions Such as:
T: Which place are you visiting?
S:I'm visiting Da Lat
T:Where?
S:In Lam Dong province, Vietnam
T: How do you feel about the people?
S: They are friendly, hospitable
T: What’s the weather like?
S: It’s cold
T: Who did you meet there?
S: I met my Uncle Tan
T: Which places have you visited?
S: I've visited Truc Lam pagoda, Xuan Huong lake,
- Write the form with the answer system above, use the form written in theprevious lesson and the required words (Teacher may suggest)
- Request for each student
+ For weak students, average: Use other words instead of underlined
Ones to write your postcard
Trang 7+ For a good student: Write a similar postcard to your friend Add moreinformation if necessary.
2.3.1.2 Tutorial through sample article.
- Students read the requirements of the article
- The teacher explained the request
- Students read sample articles
- Teachers ask questions to check their understanding
- Ask the students to find words and sentences that can be substituted
- Explain the requirements of the article
- Classify the student object to meet the writing requirements
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements ofExercise 1
"This is the notice from Y & Y to its members You read it and tell mewhat activities this organization is going to do "
S: Read the notice - Introduction to vocabulary and situations
T: Now you read the notice again and complete Nga's letter to Linh about
Y & Y plan to fill the missing information in the blank
T: ask students to compare his letter with others Then read the letter loudly
in front of class
T: corrects
Teachers ask questions that test the content of the sample
The teacher presents the situation and explains the requirements of theexercise B) Through the conversation
+ Hoa and Y & Y Green Group is having an environment month They aregoing to clean the lakes' banks, plant trees and flowers in the parks Imagine that youare Hoa and write a letter to your parents about the activities you are going to do
- Students compare and correct their own mistakes
- Students read out their letter aloud
- Teachers should accept the different interpretations of students ifappropriate
- Classify students to write
2.3.1 3 Write articles with suggested words
- Introduce situations and vocabulary through pictures
- Through speaking activities to test the student's knowledge and hence thereason and content of the article
- A guide to writing one or two sample sentences
Ask the students to write articles Example: UNIT 10 "Recycling" WRITESection (Teacher's Book, page 94) - Teacher hanging pictures, explainingexercise requirements, instructing dry tea to repel mosquitoes
Ask the students to see the paintings, use the suggested words, and writeinstructions on how to remove the dried tea residue to repel mosquitoes
- Instruct students to write sentences
Trang 8a used/tea leaves/tea
T: Do you use the simple past or present simple in the passage?
S: The simple present.
T: writes a First, take the used tea leaves from the pot
- Then ask students to write the rest
b Next, scatter the tea leaves on a tray.
c Then, dry the leaves in the sun.
d Finally, put the dry leaves in a pot for future use.
2.3.2 Solution Teach the While - writing section.
- While students write articles, teachers need to observe and help themwork Students can discuss with their partner or group Teachers can also answervocabulary, grammatical structures if needed If it is individual writing, ask eachchild to have a small handout; If you are writing in a group, have the team sendthe team leader to handout Teachers should pay close attention to each group tomonitor student support, making sure that all students in the group participate inthe discussion When they finish writing, they exchange their articles for thesame comment
2.3.2.1 Solution effectively performs an article that guides a narrative paragraph
Example: UNIT 11 "Traveling around Vietnam" section WRITE
- Let's see pictures and ask about paintings
- Suggest and guide students to close the event sequences
- Let students write the sentences according to the description in thepictures based on the given words
Call students to write complete sentences on the board
- Call the repair and add the sentences written on the board
- Let students rewrite the whole paragraph into the assignment
- If possible, use the "Try to find the wrong place" game in which theteacher reads the passage aloud after installing the wrong number Studentsheard and discovered the wrong place and corrected the wrong spot wasdiscovered
* Put the events below in the correct chronological order and write thestory Start the sentences below ( Textbook part 2 page 106, 107 )
- Suddenly/ she/ stumble/ rock/ and fall She realize/ her alarm clock/ not/
- Luckily, Uyen /enough time / finish Uyen/ try /run /fast / she could
- Teachers ask students to look at the pictures, read the hints and arrangethem in logical order
Trang 9- Remind students to use the correct sentence, structure and extra wordswhen necessary.
- Can suggest to you this is the narrative form should use the past tense.Example:
D She had a math exam on Friday and she got up late (More: the verb
"had," the definite "a", a verb phrase
Answer:
d She had a math exam on Friday and she got up late.
b She realized her alarm clock did not go off.
e As she was leaving home, it started to rain heavily.
h Uyen tried to run fast as she could.
a Suddenly, she stumbled against a rock and fell ( on to the rock).
f Her schoolbag went into a pool (of water ) and everything got wet.
c Strangely, the rain stopped as she got to her classroom.
g Luckily, Uyen had enough time to finish her exam.
2.3.2.2.Solution effectively performs a post completion postcard
- Write the form with the answer system above, use the form written in theprevious lesson and the required words (Teacher may suggest)
- Request for each student
+ For weak students, average: Use other words instead of the underlinedones to write your postcard
+ For a good student: Write a similar postcard to your friend Add moreinformation if necessary
Tutorial through sample article.
- Students read the requirements of the article
- The teacher explained the request
- Students read sample articles
- Teachers ask questions to check their understanding
- Ask the students to find words and sentences that can be substituted
- Explain the requirements of the article
- Classify the student object to meet the writing requirements
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements ofExercise 1
"This is the notice from Y & Y to its members You read it and tell mewhat activities this organization is going to do "
S: Read the notice
- Introduction to vocabulary and situations
T: Now you read the notice again and complete Nga’s letter to Linh about Y
& Y plan by filling the missing information in the blank
T : ask students to compare his letter with others Then read the letterloudly in front of class
T : corrects
Trang 10- Teachers ask questions that test the content of the sample
- The teacher gives the situation and explains the requirements of theexercise b) Through the conversation
+Hoa and Y & Y Green Group is having an environment month They aregoing to clean the lakes’ banks, plant trees and flowers in the parks
+Base on the dialogue in the book between Hoa and her aunt.Imagine thatyou are Hoa and write a letter to your parents about the activities you are going
to do
- Students compare and correct their own mistakes
- Students read out their letter aloud
- Teachers should accept different interpretations of students if appropriate
- Classify students to write
Write articles with suggested words
- Introduce situations and vocabulary through pictures
- Through speaking activities to test students' knowledge and thereby givereasons and background content of the article
- A guide to writing one or two sample sentences
- Ask students to write articles Example: UNIT 10 "Recycling" WRITESection (SGK, page 94) - Teacher hanging pictures, explaining exerciserequirements, instructing to make dried tea to chase mosquitoes
Ask students to see the paintings, use suggested words, and writeinstructions on how to make dried tea leaves to repel mosquitoes
Example: UNIT 12 "A vacation abroad" WRITE Section (2 / page 118)
- Explain the requirements of the exercise
- Let the students read through the hints to write a postcard
- Ask the children to write a postcard
- Call one or two students to write their postcards on the board
- Correction, if needed
* Imagineyou are a touriston vacationina certainplace/city in Vietnam.Write a postcard to a friend about your trip You need to cover the informationabout: (Write and send your friend a postcard about your trip
In the postcard you must have the following information )
- place: name of place you visit
- how you feel about the people : friendly, hospitable, helpful, etc
- what the weather is like : warm, cold, windy, sunny, etc
- who you meet: old friends, teachers, neighbors, relatives, etc
- what you see: museums, libraries, parks, zoos, etc
- what you buy: souvenirs, books, photos, postcards, etc
* The process for writing postcards with suggestions on:
- The teacher explained the requirements of the exercise
- Let the students read through the hints to write a postcard Ask thechildren to rely on postcards in part 1 of page 118
Trang 11- Ask the children to base their suggestions and write their own postcards.(The information above is also the information needed when writing postcards
in general.)
- Call one or two students to write their postcards on the board (Note: theplace where the children go different should the article also different)
- Teacher correct mistakes, if needed
- Teachers present sample articles
Dear John,
I'm having a wonderful time in Sam Son beach, Thanh hoa privince The people here are very hospitable and friendly We're lucky, the weather has been fine and sunny during the trip.The landscape I saw here was very wonderful They are really beautiful I bought lots of souvenirs about Sam son.
See you soon,
Your friend,
Peter
2.3.3 Solution
Teach the Post - writing
- After the students have finished writing or the time set for the writing, theteacher checks their writing in the following way: Students read their own aloud,they read aloud her/ his friends write (they are written in a small handout forreading or large format for sticking on the board or writing on paper to show onthe screen), or maybe the teacher provides sample text for students to refer toStudents comment, discover and correct posts And here are some mistakes thatstudents can make when implementing such as:
2.3.3.1 Use the wrong word.
Example: UNIT 11 "Traveling around Vietnam" Section WRITE (2 / page 106)-from: house and home wrong: As she was leaving house, it started to rain heavily.Right: As she was leaving home, it started to rain heavily
Trang 12`
2.3.3.2 Confused word.
Between - among, shall - will, each other - one, should - would,
Example: UNIT 9 "A first - aid course" Section WRITE
Wrong: I will phone you on Friday afternoon
Right: I will phone you on Friday afternoon
2.3 3.3 Wrong about type words:
Plurals, ordinary verbs with the third person singular (she, he, it), add –ingor -ed verbs, etc
For example: Everybody loves their parents and they want their parents to behappy After meal, they plaied the games She kept running around in circles
2.3.3.4 Incomplete (the, a / an), possessive, punctuation.
Example: UNIT 6 "The young pioneers club" Section WRITE (2 / page 59)Wrong: We are having a environment month
Right: We are having an environment month
Trang 13
2.3.3.5 Style error
When students are good at writing extensively, they often make mistakesabout style It is parallelism, logical order, reverse dependency, unrelated ideas,loose structure, messy or incomplete, patchy, obscure
2.3.3.6 Superabundance.
Example:
Wrong: we should give our parents flowers
Right: We should give our parents flowers