Some experiences help 6th graders practice writing a passage oran e mail on the topic learned in english 6 program effectivelly

Realizing the importance of writing skills, I boldly chose to research this topic to help myself understand more deeply about the purpose, requirements as well as themethods and skills o

1 INTRODUCTION

1.1 REASONS FOR CHOOSING THE TOPIC

The main purpose of teaching a foreign language is to developcommunication skills in the foreign language In order to have a comprehensivecommunication, in addition to the need to speak a foreign language fluently, expressthemselves fluently and suit their own opinions, learners must also write correctly,coherently and effectively in the foreign language there

Writing skills are one of two extremely important productive skills forlearning any language, and English is no exception Writing is a delicate combination

of teaching other language skills, it can be an engaging, enjoyable and inspiringactivity for young English learners

For the 6th graders, they are eager to learn and think positively, they learnthrough communication with their peers, and with their teachers during lessons Well-planned collaborative English writing exercises that will help exploit all of theseelements in your child However, through direct teaching, attending hours, andexchanging experiences with a number of colleagues, I have noticed the organization

of teaching and implementation of teacher activities in special writing skills is thepractice of writing short paragraphs, e-mail on lesson topics for 6th graders still hasmany limitations Through paper-based tests, most students' writing results are stilllow Students are also passive, less interested and less confident when participating inwriting, leading to boredom and lack of depth in each lesson

Realizing the importance of writing skills, I boldly chose to research this topic

to help myself understand more deeply about the purpose, requirements as well as themethods and skills of teaching to improve effectiveness and subject teaching results

For the above reasons, I chose the topic “ Some experiences help 6th graders practice writing a passage or an e-mail on the topic learned in English 6 program effectively”

I hope the reality of my work will help Ss to be more active in learning,accumulated knowledge, skills and create a lively atmosphere in the school, improvelearning outcomes subjects I look forward to sharing, commenting and contributingideas to my Experience Initiative excellently from my friends, my colleagues, thereaders and my friends

1.2 PURPOSE OF THE STUDY:

The study, using innovative approaches to teaching transplant program details

Write a short paragraph or an e-mail in English 6 pilot program to:

+ Help teachers design and organize a lesson, how to practice writing effectively.+ Help the student's mind smoothing, comfortable, with passion, excitement withevery lesson

+ Find out the methodology of guiding students to train optimally applied to eachclass, each form of instruction to improve student self-learning in particular improvethe quality of students' learning in general for English subject

+ Help teachers factual basis to identify the strengths and weaknesses of his/ her self-improvement training activities, striving to continuously improve the quality and effectiveness of teaching

Thereby, the exchange of experiences with colleagues, and finding bettermethods for teaching "write a short paragraph or an e-mail ".

1.3 Researched participants:

- In this topic, I study the basic solutions after basic application for students in grade

6, Quang Long Secondary school, the medium students - the majority of subjects

- The use of effective tricks in teaching writing skill

- Create maximum written opportunities for students

1.4 Ways to conduct the theme:

- Methods of theoretical research

- Investigation method: Investigate, learn the reality of writing skills students at

Quang Long secondary school

- Methods of observation: Timekeeping, visiting class, observing the activities ofteacher and student

- Experimental method: teaching some lessons in grade 6

2 RESEARCH CONTENTS

2.1 The theoretical problem of size

I have researched and learned from my experience to build the approach to improve the 6th grade students' English writing a paragraph or e-mail skills the following rationale:

- Based on the characteristics of English Secondary School Program

- Based on the principles and nature of teaching, the characteristics of the set methodsubjects and steps in teaching writing skills

- Based on the school's physical conditions

- Based on the mind and physiology of the 6th grade students and the cognitiveprocesses of this age

- Based on the results of the investigation

From the basis of the above properties, the following points are drawn:

+ Teaching writing is in combination with other skills When students know how tochoose words such as types of words, word combinations, verb periods, prepositions,they already know how to synthesize knowledge such as grammar, vocabulary,information while reading, listening and speaking to express what they want to say inwritten language

+ Writing skills help students have the conditions to practice their thinking ability,creatively express their personal thoughts and implement the principles in eachforeign language lesson, namely: Old revision - New practice -> help to learnStudents have new post sensations, new knowledge is nothing difficult, and scary.+ Students in grades 6, aged 11-12, are still weak with all 4 skills (Listening -Speaking - Reading - Writing) due to many different psychological reasons such asembarrassment, hesitation, due to a small number of students having conditionalwriting practice will overcome the above limitations and through writing, studentsoften show their strengths and weaknesses so the teacher can firmly grasp the level ofeach object

+ Through writing practice, students develop the ability to express an idea, a thought

in many different ways to ensure all students in the class are participating in learningactivities in the same class For a certain time -> to help students have a more serious

sense of learning, pay attention to listening to lectures in class and actively practice athome more: must memorize and write correctly new words, must memorize structuresNew sentence structure, new pattern.

Here, the question arises: Why do we need to give students the opportunity topractice English writing? The answer is because writing tends to be forgotten in theclassroom at times, but it is an essential part of language development

2 2.The state of research issues:

2.2.1 General situation of teaching and learning writing skills

The goal of teaching and learning foreign languages is to provide learners with media

or in other words, improve communication capacity for learners To acquire theability to communicate, four language skills (reading, speaking, listening and writing)are routinely taught in schools, of which writing is important as it is a skill toreinforce The grammar structures and vocabulary that students learned in theprevious lessons of the topic Besides, students need to make efforts to express theirideas through practice and practice They recognize themselves a real need for usingand finding the right words and the right sentences The close relationship betweenwriting and thought makes writing a valuable part of any language "(Raimes, 1938:3) Forging skills of writing short paragraphs, emails for students in grade 6 according

to the requirement of each unit, takes place regularly after each topic

2.2.2 Difficulties writing a short paragraph or an e-mail.

In fact, middle school students in general, especially 6th grade students in QuangLong High School in particular are very weak in writing short paragraphs or e-mail ontopics

+ Firstly, most of them lack vocabulary and sentence structure When writing,students make many mistakes in words, grammar, organization, and expression ofideas

+ Secondly, each student has their own difficulties, but the limitation of vocabularyand grammar, difficulty in expressing ideas and using linking words are their mostfundamental difficulties Grade 6 students

+ Weakness in expressing ideas is also a big problem for the 6th graders They arefamiliar with the Vietnamese way of thinking, so their ideas appear indirect and long.They do not focus on the main point of the problem, some write a lot but thesentences are not connected, so the writing is ambiguous and unreasonable

+ Learners often see writing as a risky challenge with predictable results Learners'fear stems from correcting mistakes and forcing themselves to please their teachers or

to satisfy classmates' expectations, leading to them being afraid to learn and improvetheir writing skills

2.2.3 Specific investigations:

Right from the beginning of the school year, I was driven to my plan and specific methods to actively investigate the situation of my students’learning to teach I have set up surveys with content and I will present the results later

* Survey of interest in learning: The fact that through the survey and exploration of

the attitudes of students to writing classes and excitement of learning 6A and 6Bgrade students beginning the first semester of the academic year 2020-2021 before

applying themes :

QUESTIONNAIRE ( face to face in communication and observation)

1 Are the topics close to you? 2 What topics are boring with you?

3 Are activities appropriate to your level?

4 Are you sefl- confident to learn writing skill?

5 Do you have any difficulties practicing writing skill?

6 Do you discuss to find ideas for the article before writing

7 Do you enjoy free writing or guided writing?

8 Are they allotted time to complete the lesson?

Some suggestions / requests:

* Results of the survey

I with colleagues in the investigation group, We explored objectively,interviewed 80 students directly and also collected the following results:

+ Some topics are not close to the level and the knowledge of the children: 65%

+ The good news with question 2 is that 80 interviewed children are very interested inthe topics of the lessons

+ Activities are not appropriate to their level: 44%

+ 70% have difficulties in searching and organizing ideas

+ Writing under time pressure in class also received a pretty positive response

+ Regarding the commenting and commenting activity of the teacher for the student'sdraft, normally, students can not detect all the errors in the essay when they correcteach other, but the teacher, with the ability Higher qualifications can point outmistakes for them, so the corrections from teachers are always appreciated This is theidea preparation phase that helps students select the best ideas and eliminate Theseideas are not really useful for my articles Moreover, when students share and discussideas with each other, they will learn more from teachers and classmates

+ Students are afraid of making mistakes in the writing process: 77,5%

+ Students may not understand what to do in the writing activities: 43,8%

Morever, through observing students'participating in practicing writing English in the lessons, only a few students voluntarily focus on the task

In addition, certain limitations in the application of methods and skills to teach classes

in specific lessons in a long-term also affect the ability of students Thismisconception of teachers and students needs to be changed Through the analysisabove we see that most children with the love of the subject, preferring to dominatethe knowledge and desire to express their own language in written language, but thecapital they need to be led cleverly, scientificly from teachers

* Learning Outcomes

Quality survey results at the beginning of the school year before applying, it reflectsproblems in the situation of students, with assessment and its own specializedprofessional group Thus, not only in quality but almost every lesson overall quality isnot high Specifically:

Class

In summary, the survey of two contents in order to determine the factors that hinder the ability to communicate in written language, ability to grasp the language of students, redefine the original reason I summarize some hard following main problems:

About students:

- Some lessons have distinct language training contents

- Many activities are incompatible with the specific qualifications of students

- Students have the habit of relieving, not willing to brainstorm the knowledge they have learned

- Students fear of making mistakes in the procedures

- Students may not understand what to do in these activities “ write”

Other difficulties: There are topics given by the teacher not really appeal to students,

vocabulary is not enough to provide for students to express their opinions out.

Furthermore, students who have not really had an English environment on aregular basis to help them practice and reinforce their skills

The biggest obstacle hindering the development of student skills in English aresituated in the main learning styles Too many theoretical courses led to passivestudents in learning, they gradually become less dynamic and creative That habit oflearning has led to a lack of confidence in writing English

2.3 THE SOLUTIONS/ PROCEDURES

2.3.1 The Importance of Developing English Writing Skills for Grade 6 Students

"Writing" is one of four important skills in teaching English so that studentsare able to practice fast and written communication effectively

Writing skills help students to have more training in a lesson Guiding theprinciple in every hour learning foreign languages: old - new training All newknowledge is gradually elicited from the knowledge learned in the previous lessonwhich makes students not afraid of new lessons

While learning English, students can learn from each other, correct each otherwithout being afraid of the teacher On the basis of the theory, the scientific basis ofthe subject and the actual quality of students’ learning in my school I did theresearch, and used it to draw some lessons to be applied in the lessons effectively

2.3.2 Some activities have been applied

For Grade 6 English, most short paragraphs or e-mail exercises are in controlled form

So teachers' instructions can be detailed or simple depending on the student's level Tomake an article of this type, the teacher needs to perform the following steps:

2.3.2.1 Pre - writing

In general, writing articles usually start with an outline, a sample article or suggestedwords or phrases Teachers introduce vocabulary or situations through pictures orreading comprehension activities, students grasp how to present an essay according to

a certain purpose or requirement Then, students will work on writing as required,with specific instructions and suggestions for weak, average students or creative freeextension writing for good and good students This is a seemingly simple period, but

it is an important part of an hour of successful writing instruction Through the factthat I went to class visit, my colleagues noticed that in this part, teachers have notreally invested in ideas, information as well as grammar structure and necessaryvocabulary to attract the attention of the student content of the lesson The teacher

only guided through the textbook This causes some difficulties for students whenwriting because students often lack vocabulary, lack of ideas when expressingsentences So I searched and offers some activities in the Pre - writing section of mylessons.

a Guided questions or questionaire

Through the topic of the essay or a sample essay, the teacher gives a number of

suggestive questions related to the topic of the essay to guide students into the maincontent of the essay

b Brainstorming

In this activity, the teacher asks students to practice in groups, listing ideasrelated to the topic being discussed Then the teacher sums up ideas on the board orasks representatives of the groups to present.Teachers have students recall languageknowledge learned in previous unit classes

The above activities are simple for the teachers but it creates a vibrantlearning environment for the children Children are drawn to the content of the lessonsfrom the preparation, so the quality of teaching and learning hours increases each day

2.3.4.2 While - writing

Once there is an outline for students to write While students are writing, theteacher needs to observe and support their work Students can discuss with theirpartner or group Teachers can also assist with vocabulary and grammar structures ifneeded If students write individually, ask each child to have a small handout If it iswriting in groups, tell them to send their group leader to write in the handout.Teachers come in groups to make sure everyone is working

When they finish writing, they exchange their papers for each other's Commentsand comments In this stage, with the existing outlines but the underperforming

students still have many difficulties in completing their writing according to therequirements and the content of the lesson So I have given some activities below tohelp students understand and complete writing as required

a Question - answer writing

In this activity, the teacher asks questions related to the topic to be written, and

students answer questions Students then rearrange answers and use sentence

matching strategies to write coherent text

b Writing based on a text

+ Students read through a sample writing using a modified outline to write a completetext similar to the sample writing

+ The above activities I have applied to our school's underperforming students.Although this form of exercise has not brought creativity to students, it also partlyhelps students practice writing skills

2.3.2.2 After writing (Post- writing)

After they have finished writing or run out of time allotted, teachers check their workusing a variety of formats Traditionally, I record and read and correct all the students

in the class There are many ways to correct them, but it is best to suggest students torecognize their mistakes and correct themselves Teachers can only underline errorsfor students to correct themselves, and can write edge types of errors (using wrong -

tense, using wrong prepositions - pre, misspellings - spells ) for students to find outthe mistakes themselves and fix Another way is to have students read their ownwriting or that of their friends' writing (articles are written in the handout to hold).Read or stick it on the board) The whole class commented, discovered and correctedthe article However, at this step, the teacher needs to give criteria on all aspects of thearticle such as content accuracy, language, clear and convincing style This is also theperfect step in the writing lesson, so the teacher should pay attention and not beignored to help students improve and self-improve their knowledge.

* Activities have been applied

In each writing period, I often give points to each aspect of the writing to helpstudents evaluate their own writing first

- The criteria to pay attention to when editing the article:

+ Content: Enough, missing or redundant?

+ Language accuracy: Have words, phrases or sentences been used right or wrong,appropriate or not?

+ Expression: Clear? Layout? Logical?

I will then apply students' writing activities towards creating a learner-centeredclassroom environment through students correcting each other's writing

a Sharing and utilize

In this activity I ask two students not to sit side by side to exchange their writing andcorrect each other With this activity, students can detect mistakes and correct them, compare ideas with their friends to enrich their writing

b Exhibition

+ Students write their drafts on a supplementary board or flipchart and hang them infront of the class Students read aloud texts to each other, exchange and compare theirown writing Teacher commented, added at the end

+ Using process-based literacy allows students to interact with each other and with their writing After they finish the pre-writing process with the draft in hand, they canre-edit (correct) each other by exchanging the articles and correcting their friend'swriting Finally, the teacher lets the children move on to the assessment of the quality

of their writing

Here are some specific examples when preparing the content of implementation:

2.3.2.3 Examples

2.3.2.3.1.How to write an email to your friend

For this type of exercise I give 2 specific examples with the 2 topics below:

Topic 1: How to write an email to your friend to describe your house ( Unit 2: At home (Skills 2 – Writing)

+ The purpose of this section is that the students can write an email to their friend

to describe their house

+ To help students practice writing effectively, I help them shape what language theyneed to use:

1 What is an e-mail?

To write an e-mail, students first need to know what e-mail is?

(E-mail is the abbreviation of Electronic Mail in English, meaning email, used to send and receive mail over the Internet.)

2 How to write e-mail to a friend on given subjects:

Ex: How to write an email to your friend to describe your house

3 Home description

Ask students to look at Lan's e-mail to a friend describing Lan's house and analyze how to write an e-mail to her friends to describe it

Instruct students to take the following steps:

- After opening the compose window, follow these steps:

1 Enter the recipient's address - To

In this section, teachers instruct students to enter e-mail addresses of their friends that they want to send e-mails to

For example: phuong.trinh@gmail.com or laura.vega@gmail.com

2 Enter a subject - Subject

Subject is useful to generalize the main body of the message The subject should be clear, concise and concise so that the recipient can clearly understand the purpose of the e-mail that the student wants to write

Ex: for an email that says a description of your house, the title could be: My House

3 Write the text of the e-mail in the space below the Subject line

This section is structured like an ordinary letter Specifically, includes the following:

Greetings - Greetings

Since this is an e-mail to a friend, children can use informal greetings such as:

Hi / Hello / Dear + name,

Note: Add an "," after the name

For example: Hi Phuong, / Hello Linh, / Dear Jessica,

Content - Body

The body of an e-mail usually includes the following main contents:

a Inquire about health, study, thank e-mail in advance or write the reason for writing e-mail

- Ask students to recall the content learned in the lessons in unit 2 to come up with sentence patterns

- Teacher suggests some common sentence patterns:

+ How are you? + How is your study at school?

+ It was very kind of you to write to me + I'm writing to tell you about …

b The main content the writer wants to convey

+ In this part, teachers guide students to write the main content of the email they are sending to their friends

+ For an e-mail sent to you for the purpose of a home description, in this section you might suggest the following:

+ Describe where to live or with whom

Ex:I live in a town house with my parents and my younger brother

* Ask the students to give them some vocabulary indicating the type of house they could use:

* Describe specific address where you live (house number, street name / district,

district / city / province )

For example: + My house is on Cau Giay Street

+ I live in Ocean Hill, New York City

* General description of the house:

+ what does it look like? + How many rooms? + What are the rooms?

Ex: My house is (really) big There are six rooms: a living room, two bedrooms

two bathrooms and a kitchen

* Some adjectives they can use to describe their house: small, large , spacious ,

beautiful/pretty , ugly, old, modern, chilly (lạnh lẽo),

* Describe location of rooms

Ex: My bedroom is next to the kitchen

* Some prepositions indicate positions they can use when describing houses: in,on ,

behind, in front of, under, between, above, next to/by/beside , near/close to ,

*Describe objects in the room

Ex: + One of the lamps is on the desk next to the bed

+ The other lamp is in front of the bookcase

*Express your feelings about certain houses / rooms in the house

Ex: I really love my bedroom so I decorate it with a lot of football stickers and coins that I have collected

c End the e-mail

*You can end your e-mail in the following ways:

+ Schedule recipients to respond to their e-mails

+ How about you? Write me soon and tell me about your house

* Say goodbye

+ I have to say goodbye now + Must go now.

After guiding students to grasp the steps above To increase their vocabulary,

structures, and ideas, the teacher could give them a number of exercises:

Practice: Write an e-mail to a friend describing your home (This exercise can be

done at home or during revision periods)

* Suggestions: You can refer to the following questions when writing:

1 Where do you live? 2 Who do you live with?

3 Which kind of house do you live in? (a country house/ a town house/ a stilt house/ etc.)

4 How many rooms are there in your house? What are they?

5 What do you have in each room? 6 Which room is your favourite? Why?

7 What do you like most about your house?

8 Do you like your house? Why or Why not?

They can also re-read the sample introduction at the beginning of lesson to do thisexercise.

In conclusion, Follow the steps so as to avoid lessons discrete Students are not too

dependent on textbooks, to gain time for practice, no downtime Especially, allstudents are practiced the language effectively

Topic 2: Write an e-mail to a friend about your Tet holiday Include what you will and won't do Also include things people should and shouldn't do (Unit 6- Skills 2)

In this lesson, students will learn how to write the content of an e-mail to a friend withthe topic of Tet holiday First, ask students to look at the problem paper to find outwhat the letter is supposed to be (2 main contents)

- The first content, students will write about what they plan to do or not to do on Tetholiday

- The second content is what everyone should and should not do during Tet

To give students an overview of an e-mail, similar to the implementation of topic 1above (Since the frequency of writing an e-mail is not much in the 6th grade, I want

my students to master this approach so that they will not be surprised) I let thestudents look at Lan's e-mail to Phuong to write about Tet and analyze the content ofthe letter

From: lannguyen@gmail.com

To: phuongbui@gmail.com

Subject: Tet Holiday

Dear Phuong,

I feel very excited because our Tet holiday is coming This year I will learn how to make banh

chung from my parents It must be very interesting I will also receive a special gift from my parents

since I have got a lot of good marks in my final examination I can't wait This New Year's Eve I won't go out because it will be very cold.

You know, at Tet, people should give children lucky money in red envelopes In addition, people

shouldn't break things because it may bring bad luck, especially on the first day of the New Year

I will write again soon to tell you more!

+ To talk about their feelings, they could use structure:

"Subject + feel / to be + adjectives showing feelings "

Ex: I feel very excited because our Tet holiday is coming

2 Write about what they will and won't do during Tet.

Appropriate tenses can be used when you are making a simple future tense When

writing about what they plan to do, they can use: “S + will + V ( inf)…”

Ex: This year I will learn how to make banh chung from my parents.

“S + won't/will not + V(inf)…”

Ex: This New Year's Eve I won't go out because it will be very cold.

Alternatively, they could write one or two statements about how they feel about theplan to make the letter more engaging As in the e-mail above when I wrote about theintention to learn how to make banh chung from my parents Lan gave her commentsabout the intention: It must be very interesting

3 Write about what everyone should and should not do on Tet.

When writing about what everyone should do, they could use: S + should + V(inf)

Ex: You know, at Tet, people should give children lucky money in red envelopes.

When you write about what people shouldn't do, you can use:

“S + shouldn't/should not + V(inf) ”

Ex: In addition, people shouldn't break things because it may bring bad luck,

especially on the first day of the New Year

* Some notes when writing:

+ In e-mails written to friends, children can use informal language They can also use

abbreviations: can't, won't, shouldn't, …

+ Use words or phrases that connect ideas

As in the letter above, Lan used words / phrases: also (cũng), since (bởi

vì), because (bởi vì), You know (Như cậu biết), In addition (Ngoài ra).

+ Also they can use other words / phrases like: so (vì vậy), therefore (vì vậy), but (tuy

nhiên), however (tuy nhiên), although (mặc dù), Besides (Ngoài ra),

Practice: Write an e-mail to a friend about your Tet holiday Include what you

will and won't do Also include things people should and shouldn't do.

Suggestions: You can refer to the following questions when writing:

- How do you feel when Tet holiday is coming?

- What will you do during Tet this year?

- What won't you do on Tet holiday?

- What should people do at Tet?

- What shouldn't people do during Tet holiday?

2.3.4.6 How to write a short paragraph

2.3.4.6.1.Writing – Study skills

To have a good writing, I guide students to practice writing using the followingmethod: Research - Draft - Check

+ Research - Research: Form ideas and write them down (Review the theory tounderstand possible structures and vocabulary)

+ Draft - Write a draft: Write the first draft of the article

+ Check - Check: Check the written draft: spelling, grammar, vocabulary, articlelayout Change the article with your friend to cross-check, give a fix for the article and thenrewrite With this format, I let students practice through exercises the following topics of units.

2.3.4.6.1 Writing Practice

Topic 1: Describe your friends' shapes and personalities and do activities with them.

Request: Students write about their plans this weekend with their friends

Before I introduce the steps of this type of exercise, I refer students to a sample

writing and analyze how to write about my weekend plans and my friends' writing

My name is Linh I'm in class 6C I have black hair I am not so clever but I am really working and confident This weekend, on Saturday morning I am helping my mom make some cakes Then, I am tidying up my bedroom and reading my favourite novel After lunch, I am meeting Bao and Thu in the park to talk about the school trip Bao and Thu are my best friends in class Bao is quite tall and thin He has short straight hair and black eyes He is popular in our class because he is really kind and helpful Thu is a pretty girl She has a beautiful face and big brown eyes She is quite active and independent On Sunday, Bao, Thu and I are going on a school trip with other classmates We are going to Thu Le Park to see a lot of animals We are riding boats in the lake and playing some games with suprising gifts At noon, we are eating lunch at a restaurant near the park and going home at 3 pm.

hard-To write about plans for the weekend for you and your friends, you can use the

following suggestions:

1 Introduce yourself and your friends

+ Students will start writing with a brief introduction about themselves

Ex: My name is Linh I'm in class 6C./ I am in grade 6

+ Next, students describe their looks / personalities and their peers

Structures you can use: S + to be + adjective

S + have/ has + (a/an) + adjective + part of body

+ Allow students to recall some of the adjectives describing the appearance they learned in previous classes: long/ tall/ short/ thin/ chubby/ pretty/handsome/ cute

+ Some adjectives describe the personality they can use:

clever/smart/intelligent/creative/shy/kind/friendly/funny//honest

+ Some common descriptive phrases they could use: long hair/a round face/short black/hair/curly hair/big brown eyes

For examples: I have black hair.

He is pretty popular in our class because he is really kind and helpful

2 Describe your and your friends' weekend plans

Weekend plans are organized future plans so we can use the present continuous

tense to describe Structures: S + to be + V-ing

Some weekend activity words / phrases they could use:

eat out/go out/see a movie/watch a TV show/stay at home/do homework/get together with friends

Ex: On Sunday, Bao, Thu and I are going on a school trip with other classmates

Practice:Write about your plans this weekend with your friends.

Suggestions

You can refer to the following questions when writing:

1 What's your name? 2 Which class/ grade are you in?

3 What do you look like? 4 What is your personality?

5 Who are your friends? 6.What do your friends look like?

7.What are your friends' personalities? 8.What are you doing this weekend?

9 What are you and your friends doing this weekend?

You can also re-read the sample introduction at the beginning of lesson

Topic 2: Write about your likes and dislikes where you live ( unit 4 : skills 2)

How to write a paragraph about your neighbourhood saying what you like or dislike about living there.

Example:

I live in the suburbs of Nha Trang city There are many good things about living in my neighbourhood First, it has beautiful parks, sandy beaches, and sunny weather all year So, it's very good for outdoor activities and events Second, the traffic here is also great because the roads are wide and people follow the traffic lights very well Also, my neighbours are incredibly friendly and helpful You can make friends with them and ask them for help easily However, there is one thing I don't like about living here It's quite inconvenient because if you want to hear some live music or watch a movie at the cinema, you have to catch a bus to the city centre Despite that, I still love living here

Here we analyze the above article to better understand how to write a paragraph about what

we like and dislike in our place The sample paragraph above has the following layout:

1 Open the paragraph

- The paragraph begins with 2 sentences introducing where you live, and the topic of the paragraph you are writing

+ I live in the suburbs of Nha Trang city There are many good things about living in

my neighbourhood

- They could also write the opening paragraph in a sentence as follows:

+ I'd like to write about what I like and dislike about living here, in the suburbs of Nha Trang city

2 Write about what you like about where you live

The above paragraph listed the good points of the living area using phrases like: