SÁNG KIẾN KINH NGHIỆM TIẾNG ANH TIỂU học

On the basis of inheriting past generation’s achievements, we come to study some problems in designing lesson plan for writing English 11 in order to help both teachers and students deep

I would like to express my gratitude to the Department of ForeignLanguages for allowing me to carry out this research

I would like to send my special thanks to Mrs Duong Bach Nhat, Ph.D

- my supervisor for her invaluable instructions, insightful suggestions, extremelydetailed comments and kind support

I am also sincerely grateful to the school managing board in NguyenKhuyen high school, specially to the 11A1 class teacher who made goodconditions for me to establish contact with his class I would like to give mythanks to the students of Nguyen Khuyen high school

My thanks also go to all my colleagues and friends who gave me usefuladvice and generous help, especially my best friend Ngo Thi Phuong Thao withher cooperation so that I can finish this study

TABLE OF CONTENTS

Acknowledgements

ABSTRACT ………03

CHAPTER I : INTRODUCTION ……… 04

1 Background and rationale ……… 04

2 Aims of the study ………05

3 Scope of the study ……… 05

4 Methods of the study ……… 05

5 Design of the study ……… 06

CHAPTER II : THEORETICAL BACKGROUND ……… 08

CHAPTER III : FINDING AND DISCUSSING……… 25

CHAPTER IV : CONCLUSION AND SUGGESTIONS ……… 31

1 Conclusion ……… 31

2 Suggestions ……… 33

CHAPTER V : REFERENCES……… 34

 QUESTIONNAIRES

When learning English, writing is an important skill which students need tograsp firmly It is considered as a basic foundation for developing other skills Notall people can affirm that they know how to write correctly, especially thegrammar of the passage On the basis of inheriting past generation’s achievements,

we come to study some problems in designing lesson plan for writing English 11

in order to help both teachers and students deeply understand this skill

In addition, in recent years, most English books sold in the market haven’treferred basically to problems round the design of lesson plan for writing English

11 We find that there must be a summary or a generalization and a furtherdevelopment in order to help ourselves and English teachers an effective way ofdesigning lesson with specific and general views of writing skill

As a result, the study of “ Problems in designing lesson plan for writingEnglish 11” in high school has been taken to consideration

b Teachers and students

In Nguyen Khuyen high school, there are 25 classes Students have to passthe entrance examination to study in Nguyen Khuyen high school NguyenKhuyen high school’s quality is the second in An Khe District Moreover, teachersare experienced and enthusiastic They have high solidarity in work and social life,

so the labour-union movement of the school develop rapidly Students mainlycome from An Khe District but some are from rural and far-away areas Inaddition, the school has just became the public school, so the discipline of thisschool is not very good, especially in the uniform However, teachers controlstudents very strictly and more and more put them into order

1.2 Rationale

It is very necessary to learn foreign language, especially in the developingperiod of our country Therefore, teaching and learning foreign language must bepaid more attention to and improved on the basic of peculiarities

In Viet Nam, English has been a compulsory subject in the syllabus foe studentsfor many years; however, we only focus on grammar Once common problem ofthis learning style is that students can do grammar exercises very well but have nocommunicative ability We can see that students meet a lot of difficulties inapplying some skills in the real life So, teaching and learning some English skills,especially writing skill is one of important part of each lesson

Teachers should have interesting method and suitable lesson plan ofteaching writing to encourage students to be interested in learning English writingskill.

This theme is suitable to my ability and knowledge, so I feel very interested in thistheme Beside, I also become a teacher in the future and I want to study moreexperience and to find more new and useful teaching methods These are thereason why I would like to do this research

2 Aims of the study

This study aims to survey some problems in designing lesson plan forEnglish writing 11 at Nguyen Khuyen high school to:

- Find out some problems in designing lesson plan for English writing 11 toteachers

- Find out the influence of students’ attitude on designing lesson plan

- Give some solutions for these problems

3 Scope of the study

The study focuses on studying some problems in designing lesson plan forEnglish writing 11 at Nguyen Khuyen high school Most teachers usually meets alot of difficulties in teaching writing skill because of not only the features ofexercise in English writing 11 but also students’ attitude to learning writing skilland the facilities of high school

4 Method of the study

Below are some reliable methods that I have used in my study

4.1 Data analysis method

The questionnaires are delivered to the students of grade 11, in particular toclass 11B5 and 11B6 (Ha Huy Tap high school) Students are asked to answer thequestions in paper, then I collected the papers and did the calculation Beside that,

I also casually interview some trainees and guiding teachers in Nguyen Khuyen(Gia Lai) and Ha Huy Tap (Nha Trang) high school about their difficulties when

4.2 Observation method

During the time I was in Nguyen Khuyen high school, I had opportunities

to attend and observe teaching periods by some teachers of Nguyen Khuyen highschool in 11 grade It has been a good way to see directly how high schoolteachers teach writing skill for English 11 Then I give an analysis of myobservation

4.3 Methodology book

I make reference to methodology book which I can get a lot of informationabout the writing skill and the model lesson plan

5 Design of the study

This research includes 4 chapters:

2 Aims of the study

3 Scope of the study

4 Method of the study

4.1 Data analysis method

4.2 Observation method

4.3 Methodology books

5 Design of the study

CHAPTER 2: THEORETICAL BACKGROUND

I The lesson plan

1 Definitions

2 How to develop a lesson plan

II Writing skill

1 Definitions

2 Teaching writing

2.1 The process of writing

2.2 Principles in teaching writing

2.3 Types of writing

CHAPTER 3: FINDING AND DISCUSSING

I The relationship between teachers and problems in designing lesson

plan for writing English 11

1 The time for teaching writing

2 The task for teaching writing

3 The game for teaching writing

II The relationship between students and problems in designing lesson

plan for writing English 11

III The relationship between facilities in high schools and problems in

designing lesson plan for writing English 11

CHAPTER 4: CONCLUSION AND SUGGESTIONS

I Conclusion

II Suggestions

REFERENCES

CHAPTER II : THEORETICAL BACKGROUND

I The lesson plan

1 Definitions

Glossary Dictionary states that lesson plan is an organized outline for asingle instructional period It is a necessary guide for the instructor in that it tellswhat to do, in what order to do it, and what procedure to use in teaching thematerial of a lesson

Another definition of lesson plan is that a lesson plan is a teacher’s detailed description of the course of instruction for an individual lesson A daily lesson

plan is developed by a teacher to guide class instruction Planning the material ismuch more difficult than delivering the lessons Planning is when you look at thecurriculum standards and develop the content that match those standards you alsohave to take into consideration the needs of the children you are planning for.Luckily, textbooks that are adopted for your subject areas are typically writtenwith this in mind All details should be written down to assist the smooth delivery

of the content The extent of the detail will vary depending on the number of years

of experience that the teacher has and the number of times he/she has taught thelesson Obviously, an instructor with several years of experience may have plans

that are much less detailed than beginning teachers There will be requirementsmandated by the school system that employs you regarding your responsibilities.

2 How to develop a lesson plan

While there are many formats for a lesson plan, most lesson plans containsome or all of these elements, typically in this order:

- Title of the lesson

- Time required to complete the lesson

- List of required materials

- List of objectives, which may be behavioral objectives (what the studentcan do at lesson completion) or knowledge objectives (what the student knows atlesson completion) –

- The set (or lead-in, or bridge-in) that focuses students on the lesson's skills

or concepts—these include showing pictures or models, asking leading questions,

or reviewing previously lessons

- An instructional component that describes the sequence of events that make

up the lesson, including the teacher's instructional input and guided practice thestudents use to try new skills or work with new ideas

- Independent practice that allows students to extend skills or knowledge ontheir own

- A summary, where the teacher wraps up the discussion and answersquestions

- An evaluation component, a test for mastery of the instructed skills orconcepts—such as a set of questions to answer or a set of instructions to follow

- Analysis component the teacher uses to reflect on the lesson itself —such

as what worked, what needs improving

- A continuity component reviews and reflects on content from the previouslesson[1]

In order to have a well developed lesson plan, the first thing a teacher must do

is decide on the lesson plan's focus The teacher creates one idea or question theywant the students to explore or answer Next, the teacher creates classroomactivities that correlate with the established idea or question This includesindividual and group activities Having established these activities, the teacheridentify what language arts skills the lesson plan must cover After the teachercompletes these activities, they must ensure the lesson plan adheres to the bestpractices used in language arts This includes conducting research on whatteaching methods result in a high success rate for students The teacher mustensure the lesson plan goals are compatible with the developmental level of thestudents The teacher must also ensure their student achievement expectations arereasonable Moreover, a lesson plan must correlate with the text book the classuses The school usually selects the text books or provides teachers with a limitedtext book choice for a particular unit The teacher must take great care and selectthe most appropriate book for the students

A well developed lesson plan reflects interests and needs of students Itincorporates best practices for the educational field The lesson plan correlateswith the teacher's philosophy of education, which is what the teacher feels is thepurpose of educating the students

Secondary English program lesson plans, for example, usually centeraround four topics They are literary theme, elements of language andcomposition, literary history, and literary genre A broad, thematic lesson plan ispreferable, because it allows a teacher to create various research, writing,speaking, and reading assignments It helps an instructor teach different literaturegenres and incorporate videotapes, films, and television programs Also, itfacilitates teaching literature and English together School requirements and ateacher's personal tastes, in that order, determine the exact requirements for a

lesson plan Developing lesson plans keeping the unique nature of each child inmind is helpful in creating a strong teacher-student relationship.

Unit plans follow much the same format as a lesson plan, but cover anentire unit of work, which may span several days or weeks Modern constructivistteaching styles may not require individual lesson plans The unit plan may includespecific objectives and timelines, but lesson plans can be more fluid as they adapt

to student needs and learning styles

II Writing skill

1 Definitions

Writing is the representation of language in a textual medium through the

use of a set of signs or symbols (known as a writing system).[1] It is distinguishedfrom illustration, such as cave drawing and painting, and non-symbolicpreservation of language via non-textual media, such as magnetic tape audio

Writing is an extension of human language across time and space Writingmost likely began as a consequence of political expansion in ancient cultures,which needed reliable means for transmitting information, maintaining financialaccounts, keeping historical records, and similar activities Around the 4thmillennium BC, the complexity of trade and administration outgrew the power ofmemory, and writing became a more dependable method of recording andpresenting transactions in a permanent form[2] In both Mesoamerica and AncientEgypt writing may have evolved through calendrics and a political necessity forrecording historical and environmental events

For thousands of years human beings have used marks, symbols, drawingsand signs to communicate with one another In order to share knowledge, we need

to be able to store information and pass it on to future generations Memory is ourfirst resource, but, over the centuries, we have developed many other ways to storeand transmit information There are many different ways of writing These pageswill allow you to explore how writing can incorporate sight, sound, touch andgesture You will also see the ways in which cultural, social, historical andpersonal circumstances influence the way we write and the scripts we create

Cultures across the world depend upon writing Throughout history, writinghas been used to express emotion, to spread knowledge, to explain cultural codes,and to build bridges across cultures

As languages evolve over time, scripts are adapted to suit different peopleand different times Changes in writing can be influenced by technologies, artisticmovements, political forces, and migrating peoples Humans seem to have longfelt the need to express themselves Cave paintings from thousands of years agoshow the habitat and experiences of the earliest humans But as humans began tolive in larger and larger settlements and communities the need to record andmanage information, rather than just express it, grew

2 Teaching writing

2.1 The process of writing:

Writing is a productive skill and a writer is able to think more carefullybefore communicating A writer also has the advantage of changing what he or shehas written Because of this, some teachers and students have the idea that writing

is a simple exercise like this:

- Teacher gives a topic

- Student writes a composition

- Student turns in the composition.

- Teacher grades and returns the composition

But actually, language teaching methodologists have discovered that goodwriters use much more complex process This process can be summarized asfollows

2.1.1 Prewriting:

In this stage of the process, the writers think of many ideas First they thinkabout the topics they might write about Then they form ideas related to the topic.Finally, they begin organizing those ideas All of this happens before writing adraft of their composition

Prewriting activities:

Listing: This is brainstorming a list of ideas for a composition It may be a

list of general topics to write about or it may be specific ideas and details for agiven topic

Free writing: Simply begin writing words and sentences that come to mind

without paying attention to organization, spelling, or grammar If you have chosen

a topic, free write about the topic If you do not have a topic yet, just writewhatever ideas come to your mind

Looping: Looping is a special kind of free writing First the students free

write a short paragraph Then they read what they just wrote, and underline oneimportant idea They write a new paragraph about the idea underlined Afterwriting a second paragraph, students read it and underline the most importantword in that paragraph, and use it as the topic of a third paragraph The purpose oflooping is to start with a general idea and make it more specific

Clustering: Clustering is useful after the students have chosen a topic The

purpose of clustering is to think of details to write in their compositions Theywrite the topic, such as “my favorite teacher” in the middle of a blank piece ofpaper, and draw a circle around it Then around the circle they draw lines, and at

the end of each line they write a detail about the teacher Then they circle each ofthese details and draw lines to specific points about them.

2.1.2 Writing:

The next stage in the process involves taking the ideas from prewriting andputting them into a roughly written composition This is not a perfect copy of thecomposition; it is only an attempt to begin the essay Writers often begin thewriting stage without knowing exactly what they want to say But as they write,they get new ideas and it becomes clearer to them what they want to communicate.They can not see the final product from the beginning Instead, writers developtheir thoughts as they write Before, many thought that the writing process endedwith a written draft But actually, a very important stage follows the writing step:Revising

2.1.3 Revising:

The last stage of writing may greatly change the composition In revising,writers must remember that a piece of writing can always be improved and theyshould be willing to add, remove or change text they have already written Part ofrevising is editing the composition by rearranging the paragraphs and sentences,improving the choice of words, grammar, and structure Sometimes, the writermay realize later in the process that he or she did not include all important ideasduring the prewriting stage Because of this, even during the revising stage, writermay go back and do a little more prewriting The final part of this stage of theprocess is proofreading for any mistakes

As one can see from this description, the writing process is more complexthan just writing a composition once and trying to correct the errors Teachers canhelp their students become good writers by teaching them the process of writing.The writing process gives the teacher many opportunities for interacting with thestudents while they are writing a single composition A paper may be written two,three or more time And each time the teacher of fellow classmates may help thewriter improve the writing

2.2 Principles in teaching writing:

2.2.1 Emphasize that writing is a mean to communicate meaning, aboutoneself and the real world It is not just using a grammatical structure correctly orwriting with clear penmanship

2.2.2 Start with controlled activities and later ask the students tocommunicate more freely

2.2.3 Early in the course, have the students write about concrete subjects.These include physical descriptions of people and places and tangible topics likefood, animals, school, and home

2.2.4 Practice the use of basic action words and language functions early

in the course These include words like eat, sleep, study… and functions likeintroducing, describing, giving information, and asking questions Later add moredifficult verbs and functions As the students’ writing ability progresses, they canpractice writing about more abstract things like ideas, opinions, and feelings

2.2.5 Whenever possible, relate the writing assignments to the speakingtopics from class This will help to integrate the skill areas and give the studentsadditional practice with the same functions, vocabulary, and structures

2.2.6 Expect the level of writing to be higher than the level of speaking.Because students have more time to communicate clearly when writing than whenspeaking, the standard of correctness should be higher This includes appropriateuse of words and correct use of grammar This does not mean the students shouldwrite perfectly, but it does mean they should be more careful

2.2.7 Provide an audience broader than just the teacher Whenever writing,the writer should be aware of who the reader is The teacher should always specifywho the “audience” or reader is Do this by making statement such as: write thisstory for your classmates, write this letter to an American child…

2.2.8 State the purpose for the assignment Your writing assignmentshould answer the question, “why am I writing this?”

2.2.9 Provide several kinds of feedback Sometimes speak directly to yourstudents about their writing Other times write comment on their papers Othertimes let their fellow students read and comment on their papers Also thefeedback should not be overly negative Always try to find positiveencouragement and compliments to tell writer This will balance the correctionsand criticisms.

2.2.10 As in speaking, provide topics of interest for students to writeabout Motivation is important for language learners and interesting topics increasemotivation

2.3 Types of writing:

2.3.1 Controlled composition

Control composition is the opposite of free composition where the studentspractice writing by writing freely and expressing what they want to say withoutworrying about making mistakes with respect to the language In controlcomposition, the students deal with only one or two problems instead of a wholecomposition and thereby learn to write correctly The students are usually given amodel and are to rewrite it according to the instructions given, such as to complete

an outline, manipulate a paragraph, follow a model, continue a passage, etc at thebeginning level, the students need to spend more time on controlled compositionthan on free composition, and as their language level increases, they should spendmore time on free composition

Exercises:

The following are some common types of controlled writing exercises andtheir examples They do not include exercises to teach very basic skills, suchthings as items 1 and 2 in the list of things to teach

Substitution tables:

There are three types of substitution exercises: single, correlative, andmultiple substitutions In a single substitution exercise, the student is asked tosubstitute words on one slot of the sentence and rewrite the sentence

Example: Write complete sentences as you choose words from each slot.

He sea he did not have a car

She traveled by train because she couldn’t go there by train.They car they knew the ships were all full

In a multiple substitution exercise, the student is asked to substitute words

in more than one slot of the sentence

Example:

Rewrite sentences as you substitute words

The girl buys an apple

A boy borrows a ball

All children hide the bicycle

3 Organizing and copying: