(SKKN 2022) some experiences of teaching english writting skill for students grade 11 in typical english program

THE TABLE OF CONTENTS ORD ER 10 11 12 13 14 15 16 17 18 19 20 21 22 23 PAGES CONTENT A INTRODUCTION I REASON FOR CHOOSE THE TOPIC II RESEARCH SUBJECT III RESEARCH SCOPE IV THE PURPOSE OF THE TOPIC V ASSESSMENT OF THE TOPIC B CONTENT I THEORETICAL AND PRACTICAL BASIS OF THE TOPIC II STATUS OF PROBLEM III SOLUTIONS AND SUCCESSFUL RESULTS PREPARATION OF ACCUMULATION 1.1 Vocabulary 1.2 Grammar & Structures SOLUTION 2.1 Applying speaking skills to writing skills 2.2 Applying many types of grammatical structures to a practice content 2.3 Apply different types of structures to transform a content MODES OF WRITTEN TRAINING AVAILABLE FOR GRADE 11 STUDENTS PRACTICE WRITE TEACHING - GRADE 11 TEXBOOK PROGRAM IV EFFECTIVENESS C CONCLUSIONS AND RECOMMENDATIONS REFERENCE BOOKS 2 2 2 3 6 6 8 9 14 18 19 20 A INTRODUCTION I REASON FOR CHOOSING THE TOPIC Nowadays, English plays a very important role in the development of society It is the key to the success of some of the leading Asian countries such as Singapore and Vietnam English also contributes to improving the intellectuals of the country to be able to integrate into the community of English-speaking peoples in the world From the perspective of those who directly teach English as a subject foreign language, I realize that it is necessary to have intertwine to teach all skills LISTENING - SPEAKING - READING - WRITING for children Each skill is important and necessary to support the remaining skills However, It is easy to see that writing skills are invested a lot of time by learners for many different reasons and most especially it is necessary to serve the language exams such as written test – oral test- semester exam, particularlly the high school final exam Teaching writing skills is an art It requires both teachers and learners one thing that endurance and effort are not measured in days/hours, but in years/months Teaching writing skills well requires providing students with a large amount of knowledge including vocabulary system, word function, grammar, structure, etc All will be coordinated and integrated in a variety of exercises from the simple to the complex to achieve the goal that students can produce a complete academic writing at the end general education levels Therefore, With the above reasons, I would like to share with you my experiences While teaching English in grade 11A 6, 11A8 at Hau Loc 4th High school I not only have some research but also inquire how to apply new methods to my interest in teaching writing skills as well as some important grammar points in the language program Junior high school English which is used often during practice My experience can apply to most classes, all types of high school English program Thus, the choice of this topic “Some experiences of teaching English writting skill for students grade 11 in typical English program” is very specific and practical for teachers of English in order to improve the quality of foreign language teaching in grade 11 at upper secondary schools II RESEARCH SUBJECT 11th grade students at Hau Loc 4th High School III RESEARCH SCOPE Lessons to practice writing skills according to the program of Grade English Textbooks 11 of the Ministry of Education and Training IV PURPOSE OF THE TOPIC * Helps to form writing skills in students Help them to write correctly and practice simple and complex sentences and gradually complete an essay * Help students develop the habit of thinking, planning and developing personal ideas Enter your writing in the correct English style * Help students practise common English essay templates, practice writing at the same time combined with other skills to achieve high results in the high school final exam V ASSESSMENT OF THE TOPIC In the process of teaching English 11, I noticed the need for students to learn to write highly, and at the same time, I can also understand that if you use this skill well, their English skills will be significantly improved Therefore, I spend a lot of time researching and setting up their own rules to help students learn well more English B CONTENT I THEORETICAL AND PRACTICAL BASIS OF THE TOPIC The main goal of the 3-year training period at upper secondary level is for students to complete basic curriculum, is considered to graduate from high school and achieve high results in the final exam The structure of the final exam shows us that our current English tests most are designed in written form - WRITTEN TEST Sometimes we think that teaching writing is teaching students to write a complete essay but actually writing skills can be applied in many different types of exercises: Multiple choice, Word form, Reading comprehension and Writing II STATUS OF PROBLEM Toward students English has become a core subject such as cultural subject, but this subject is difficult, not every student who is gifted to absorb it easily Especially students in rural areas, domain attachment, deep low percentage of students learning English is very high In recent years, according to the program and new textbooks, new methods of teaching and learning, many students are interested in the subject, active in all activities, but mainly very good students Audiences are much weaker students, they have not understand the knowledge, and suitable learning methods, learning passively, waiting for the outcome of his friends made Many children are afraid to practice the above class, and speak out will be wrong, some of them have not read the writing proficiency, not even notes all in class, doing homework, This fact shows that the object is not a favorite student discipline Some students, especially poor students, lack of sense of learning, lack of patience in learning, have not kept pace with new learning methods, confusion in acquiring and applying knowledge on practical skills Many of them are aware of this subject is not correct, or not fully understand the meaning of the subject during the international integration, which I just learned so curious, so difficult to learn when they relax, let go Therefore, they are not really serious, trying in learning We also have language lessons students feel depressed, tired, hard to acquire knowledge, even for those who are students with good and excellent School year 2020 - 2021 I taught two classes received 10A6, 10A8 Through practical investigation I obtained the following results: Favorite levels for English Academic English courses stu den Very Very mediu Like normal hate good weak ts like good m sur Nu Nu Nu Nu Nu Nu Nu Nu vey mb % mb % mb % mb % mb % mb % mb % mb % ed er er er er er er er er 1 3 4 , 2, 81 10 15 20 25 17 29 30 , , , , , , 9 Toward teachers Through practical projects at the time showed that the creative class of very few teachers Sometimes many teachers are afraid of collectibles, renewing concerns his teaching methods, although they know that their students learn or stud ineffectively due to their method of teaching students is not compelling enough, the coast did not interest students When it comes to applying the new methods, there are many different opinions These teachers think that it is time-consuming, useless Teachers have said that the lesson is too long, not enough time for them to organize some activities There are many teachers also organize activities to create excitement for their students but they did not know how to organize successfully, leads to discouragement There are also teachers who said they did not think up new activities for their students Changing perceptions and habits taught - learning, overcoming aversion and applying the new method is not simple Through discussions, polls from colleagues, I obtained the following results: Teachers use language activities at lessons students surveyed Never Numbe % r 20 Rarely Numbe % r 30 sometimes Numbe % r 40 Usually Numbe % r 10 The cause of the reality - Students: Subjective reasons: Lazy school, afraid to learn, cognitive, shyness, lack of confidence, inferiority, monks have good learning methods Objective reasons: due to the teacher's teaching methods, teachers were reprimanded by teachers are not interested in all the subjects the student, family, psychological ages - Teachers: Subjective reasons: + Aversion innovation, especially with some of the older teachers + Misconceptions about the new approach, including the application of language games + Talents limited + Apply new methods stereotyping and machinery + Bumper creativity, lack of flexibility + Enthusiasm, not passionate + There is a lack of experience Objective reasons: + Due to family circumstances + Do teaching environment When conducting activities to correct students' tests, I also noticed that they often lost score in the WRITING section If teachers know about the mistakes students often make, they will be able to change the teaching method, change the appropriate type of exercise, remind more often to help them overcome those limitations in a timely manner Examples Look at the picture and the information given Then write a passage entitled “ A country picnic “ Beautiful day / my friends and I / go / picnic take / bus countryside/ walk / 20 minutes / picnic site / river Students’ writing Students’ writing It was the beautiful day , my friends and I decided go for a picnic We take bus to the countryside and then walk about 20 minutes to the picnic site on the river Common mistakes - articles “ a / an / the ” - conjunctions - verb form (infinitive/gerund ) - verb tense ( past / present) - prepositions ( on / in / at / by/ ) - Completed writing: It was a beautiful day , so my friends and I decided to go for a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site by a river III SOLUTIONS AND SUCCESSFUL RESULTS PREPARATION - ACCUMULATE To teach well the WRITING lessons of grade 11, I think that teachers need to help students prepare and accumulate a variety of necessary corpus Actually, this preparatory step is a process that starts when students are just starting to familiarize themselves with English or just entering school Therefore, in this final stage, To help students who have not yet mastered writing skills, teachers need to help them strengthen the vocabulary of English textbook 11 and use them in structures, contexts in a proficient way 1.1 VOCABULARY Provide vocabulary for students by teaching different words: - Concise definition ( as in a dictionary) - Detail description ( of appearance , quality ) - Examples ( hyponyms ) - Illustration ( pictures , objects ) - Demonstration ( action , body language) - Synonyms / Antonyms - Translation Provide word family and function of words in sentences EX : succeed ( v ) success ( n ) successful ( adj ) successfully ( adv ) Unsuccessful ( adj ) unsuccessfully ( adj ) Application : Word form : He ……… in fixing his car ( success ) succeed Multiple choice: I want to become…………and make a lot of money A success B successful C successfully D unsuccessfully Sentence transformation : His work is always successful He is always successful in his work 1.2 GRAMMAR & STRUCTURES In addition to vocabulary, teachers also need to help students have a habit of studying by accumulating the amount of grammatical knowledge drawn from many lesson units of multiple grade levels Knowledge in grade 11 is a general amount of knowledge that students have accumulated , consolidated and acquired I mean that, from the beginning, writing skills must also be importantly emphasized, rather than waiting for grade 11 or 12 How students recognize and remember? Good grammar structures? Only practice! During the practice, the teacher should repeat of core structures regularly and commonly use exercise patterns used with each structure Some important grammar topics for practicing writting skills: GRAMMAR & STRUCTURES Tenses & Forms TYPES OF EXRCISES - Multiple choice - Sentence transformation EX: She has heard from Jack for years It’s years since she last heard from Jack Noun clauses after - Multiple choice WISH - Rewrite the sentence EX: I regret missing the first train to Ha Noi I wish I hadn’t missed the first train to Ha Noi - Sentence transformation EX: I’d like to live in the countryside I wish I lived in the countryside Clauses after adjectives - Multiple choice of emotion - Rewrite the sentence EX: People are destroying the environment and we are disappointed with this We are disappointed that people are destroying the environment 4.Conditional sentences - Multiple choice ( types ) - Rewrite the sentence EX: Jo is sick She can’t come to class If Jo wasn’t sick, she could come to class - Sentence transformation EX: Tommy doesn’t work hard enough to pass the exam If Tommy worked hard , he would pass the exam Passive voice ( All types - Multiple choice ) - Rewrite the sentence EX: The beauty of Ha Noi impressed her a lot She was impressed a lot by the beauty of Ha Noi 6.Tag questions - Multiple choice Reported speech - Multiple choice (Statements / Imperatives / - Rewrite the sentence Questions ) EX : “ I’m in a hurry , so I can’t stay here with you”, Lan said to us Lan told us ( that ) she was in a hurry , so she couldn’t stay there with us Adverb clauses of - Multiple choice A Reason EX: The flight was cancelled the bad weather ( because vs because of ) B Concession (although vs in spite of /despite ) C Result ( so / so that / such that ) D Purpose ( so that / in order that vs so as to / in order to ) E.Comparison ( of equality , comparative ,superlative ) F.Time (when / while /until /as soon as/ ) Connectives 10.Relative clauses ( Defining relative clause ) who / which /that / whose/where / when 11 Making suggestions A although B despite C because D because of - Rewrite the sentence EX: Nam studied very hard last year, but now he doesn’t Nam doesn’t study so / as hard as he did last year - Multiple choice EX: There is an interjection ahead ; , we must slow down A.however B but C therefore D.moreover - Multiple choice - Rewrite the sentence - Combine each pair of sentences into a new one EX: The man is our new principal Mr Tri is talking to him The man / whom Mr Tri is talking to / is our new principal - Multiple choice - Rewrite the sentence EX : It’s a good idea to take a taxi to the air port *I think we should take a taxi to the air port *Let’s take a taxi to the air port *Why don’t we take a taxi to the air port? *What about taking a taxi to the air port ? SOLUTION As discussed in the previous section - Teaching writing is a combination of four skills Why ? Students who speak well will write well Therefore, I often help students: 2.1 Applying speaking skills to writing skills This form of application is often shown in the form of Multiple Choice exercises and Complete the dialogue EX : Linda : Let me pay for the meal ? Fred: A.No, of course C Certainly not! I’ll pay B Yes , that’s alright D Yes.I'd love to 2.2 Applying many types of grammatical structures to a practice content EX : Sentence transformation “ Why don’t we join the Y & Y Green Campaign ?”- said John Reported Speech: John asked us to join the Y & Y Green Campaign Gerund : John suggested joining the Y & Y Green Campaign Noun clause : John suggested That we should join the Y & Y Green Campaign 2.3 Apply different types of structures to transform a content The form of transforming a content from one structure to another (paraphrase) is a type of exercise to test the level of use of English structures student's On the other hand, this form of practice also serves the requirements standards for writing an academic essay EX : Topic : Do you think people should protect the environment ? Write an introduction to the essay - In my opinion ,we should be aware of the importance of our environment - I think it is necessary to protect our environment - I believe that we should protect the environment not for only living creatures, but for the plants and trees that provide even more benefits to us directly PRACTICE WRITTING TEACHING - GRADE 11 TEXTBOOK PROGRAM 3.1 CONTROLLED WRITING ACTIVITIES – WRITING SENTENCES WRITING ACTIVITIES Complete the sentences EXAMPLES 1.1 Multiple choice Mr John to a lot of things in the summer a invented b invested c intended d informed She hates in front of everyone a cries b crying c to cry d cry 1.2 With word cues If the rice paddies are polluted , (rice plants / die ) If the rice paddies are polluted , the rice plants will die some reading every day I suggest I suggest we should some reading every day “the / to / would /see / Queen / like / I,” man / the / said “ I would like to see the Queen ,” the man said With / trouble / brother / Robert / big/ his / got / into Robert got into big trouble with his brother My / me / help / pencil / find / Please / to Please help me find my pencil Important/ save/ resources It is important to save natural resources Church / build / 50 years The / This / That church was built 50 years ago She doesn’t have time to revise the lessons She wishes The box is too heavy for the boy to lift The box is so Hoa works hard , a so she didn’t have time for breakfast It was hot , b so she passed her exam Na woke up late, c so I turned on the air conditioner Hoa works hard , so she passed her exam Hoa works so hard that she passed her exam It was hot , so I turned on the air conditioner It was so hot that I turned on the air conditioner Na woke up late, so she passed her exam Na woke up so late that she passed her exam Fill in each blank with ONE suitable word from the box Festival everything written with open in get clothes lucky dancing Re-ordering words 3.Write sentences from the word cues Rewrite the sentences Match then write Gap filling 6.1.With word cues New Year's Day is the (1) festival of the year expected 10 to bring most joy to everyone in China Most people insist on doing (2) everything right to prepare for the celebration Good luck wishes (3) written on red paper are on the wails and doors of the houses Living room decorated (4) with a lot of flowers is always full of laughter Many families leaving every door and window (5) open at midnight on New Year's Eve believe in letting the old year out and the New Year (6) in On New Year's Eve and New Year's Day people (7) get together and eat feasts of delicious, traditional foods Everywhere there are a lot of children playing around in their brand new (8) clothes They are very happy to get some (9) lucky money from adults They also enjoy dragon or unicorn (10) dancing 6.2.Without word cues Fill in each blank with ONE correct word English in Europe English has without a (1) doubt _become the second language of Europe and the world European countries which have most ( 2) _successfully _ assimilated English into daily life are England's neighbours in Northern Europe: Ireland, the Netherlands Sweden, Norway, and the (3) rest of Scandanavia The situation is so (4) marked that any visitor to the Netherlands will soon be ( 5) aware _ of the pressure of English on daily life: television, radio and printed newspapers Answer the questions Where was Shakespeare born ? He was born in Strafford-upon-Avon 2.Are there any disadvantages of the Internet ? If so , what are they ? Yes, there are It is time-consuming,costly and dangerous 3.2 GUIDED WRITING - WRITING A PARAGRAPH WRITING ACTIVITIES 1.Write a short paragraph / passage / using suggested ideas EXAMPLES NOTES Write a short passage about the benefits of the Internet You can use the UNIT 1: Write about a friend, real or imaginary UNIT 2: Writing a personal 11 following cues - The Internet as a source of information ( news, articles, weather forcast, etc.) - The Internet as a source of entertainment ( music,movies, games,etc.) - The Internet as a means of education (on-line schools, on-line lessons, self-study,etc ) 2.Write a letter using suggested questions Describe the chart Write a letter to a friend about your neighborhood These questions may help you - Where you live? - What does your house look like? - What can you see from your bedroom window? - How far is it from your home to school? - How you go to school? - Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart letter about a past experience TEST YOURSELF A: Write about your birthday party TEST YOURSELF B: Write about one of the competitions TEST YOURSELF C: Write about Tet holiday TEST YOURSELF D: Write about the measures to protect the environment UNIT 10: Write a description of Cat Ba National Park UNIT 8: Describe a celebration UNIT 12: Write about the preparations for the the Games UNIT 13: Write about a collection TEST YOURSELF E: Write about your hobby UNIT 3: Write a letter of invitation UNIT : Write a letter to express satisfaction (or dissatisfaction ) UNIT & 6: Write a formal letter UNIT 7: Interpreting statistics on population from a chart UNIT 11: Describe information from a chart 12 Describe the table Write a biography Write a report - Describe the chart, using the information from Tasks and Write a paragraph of about 100 words, describe the information in the table Write about (1) Birth (2) Place of Birth (3) Known As (4) Career (5) Quote The report on the visit the Ponagar Cham Towers in Nha Trang UNIT 5: Describe the information in the table UNIT 15: Write a biography of Neil Armstrong TEST YOUR SELF F: Write a biography of Mark Twain UNIT 16: Write a report on a man-made place HOW TO WRITE A COMMON LETTER Parts Informal letters Heading Writer’s address Opening Date Opening Dear Body Where ? When ? What to ? Who to deal with ? Closing How you feel Love , With love, Regards, Your Signature Xxxxxx Organization Letters of Inquiry Introduction Complaint Letters Situation Request Further information Complication Resolution Conclusion Yours faithfully, Yours sincerely, Action Politeness Yours faithfully, Yours sincerely, Xxxxxx Xxxxxx 3.3 FREE WRITING - WRITING An essay/ a passage Examples: Game online is one of the problems worrying our parents these days Write a passage to justify your answer Self-study is a very important factor that helps students get success in their study 13 Write an essay of about 350 words about the benefits of self-study Useful tips: * Read the topic carefully * Brainstorming * Making outline * Write the essay / passage The essay plans for the three types of discussive essays: For and against Introduction State topic(without stating your opinion) Main Body Arguments for & justifications, examples or reasons Conclusion Balanced consideration or opinion Opinion Introduction Sate the topic and your opinion Main Body Viewpoints & reasons/ examples Solutions to Problems Introduction State the problem and its causes/ effects Main Body Suggestions & results Conclusion Summarise/ restate your opinion Conclusion Summarise your opinion * Formal style: - Dicussive essay are written in formal style This means you should use: + Passive voice, impersonal constructions Eg: It is argued that ; It is a common belief that + Formal linking words/phrases: furthermore, however, nonetheless + Complex sentences with a variety of links, dependent clauses, etc - You should not use: + short form (eg: I'm, it's) except when these are part of a quotation + colloquial expressions, phrasal verbs, idioms: ,lots of, put up with,etc + simplistic vocabulary (eg: Experts say they think this is bad, ) + a series of short sentences (eg: Many people think so They are wrong) + simple linking words (eg: and, but, so) except for variety * Useful Tips for Discussive Essays: - When writing a discussive essay, you should: + use topic sentences to introduce the subject of each paragraph + write well-developed paragraphs, giving reasons/examples + use generalisations (eg: In most developed countries, education ) + use sequencing (eg: Firstly, Secondly, etc)and linking words/phrases + make references to other source (eg: Expert have proved that ) - You should not: + use very emotional language (eg: I absolutely detest people who ) + express personal opinions too strongly (eg: I know ) + use personal examples (eg: In my school ) 14 PRACTICE WRITTING TEACHING - GRADE 11 TEXTBOOK PROGRAM Here are some activities that can be used in the writing process However, with a requirement of a written exercise, we cannot mechanically apply it common to all students that we need to flexibly design lessons to suit the student's level, and most importantly, it is necessary to always refresh the lesson teaching by varying and combining writing activities appropriately physical DESIGN ACTIVITIES FOR A WRITING PERIOD UNIT 10: PART D – WRITTING Topic : Write a description of Cat Ba National Park Choose a warm-up form suitable for students' level so that they can easily enter new lessons I Warm-up TOPICS PROCESS Write a I Warm-up description of Cat Ba National Park ACTIVITIES Put jumbled parts of a a video clip about Cat Ba passage in a correct National park and order answer some questions - Body - Conclusion - Introduction II Pre-writing Lead-in At this point, the teacher skillfully reused the information in the warm-up to lead into the lesson new Here I give activities for levels of students PROCEDURE II Pre-writing Lead-in ACTIVITIES Let students know parts of a -Lead in the lesson using the simple paragraph and their video clip functions ( Task a) - Introduce parts of a paragraph and what to write in each part In this step, students will understand clearly how many parts a speech consists of and how each part works After arranging the sections in order, you have general outline for the article can be drawn To make sure students understand the steps, Students can ask questions based on the complete speech in TASK b as follows: + What's the topic? + Where is Cat Ba National park located? + What is the total area of the park ? 15 PROCEDURE II Pre-writing Lead-in ACTIVITIES Let students know how to -Lead in the lesson using the describe a place and their video clip functions ( Task a) ) - Introduce parts of a paragraph and what to write in each part How to write a -Let students put the jumbled -Have students say , or Simple paragraph sections to complete a model for Introduction, Body or paragraph using the table of Conclusion respectively functions (Task b ) before doing Task b In addition, for average students, teachers can guide them to draw their own outline with useful languge suggestions will help you write better + Drawing an outline Introduction Body Conclusion - Cat Ba national park is one of the most beautiful national parks in Viet nam It is located… (What is the park famous for?) The park is famous for: + tropical forests + coastal water + beautiful landscapes (What does the park have?)… Cat Ba national park has + a long and white sand beach + many special historic feature +…………………… - The total area of the park… - The natural resources of the park are abundant and………… Cat Ba national park is a good destination for people III While-writing + Before conducting TASK C, we need to make sure that the students have understood the requirements Topics and suggested materials, avoid the case that students receive writing orders but not know what to write what or where to start Eg : 16 Location Special features Cat Ba National park Historic features Total area Animal and plants + If with articles of the same genre, the student's time to practice writing is the same as the teacher's time and students correcting the lesson will make the class boring and monotonous So we can separate the TOPICs to practice with different activities: Topic 1: Guided writing Pair-work Topic & 3: Controlled writing Group-work + Correction This is an important step and takes up a lot of time for both teachers and students However , If this step is overlooked or omitted, the lesson will not be considered as having high results because they don't know where their writing is right or wrong or wrong A very effective operation when it comes to error correction is PEER CORRECTION - Mutual Correction Letting the children correct each other's mistakes will help them remember their mistakes as well as yours common and will be fixed in the next write After students correct each other's mistakes, the teacher will comment, remind and guide students to make mistakes that they have not recognized IV Post-writing In fact, in a writing lesson with students with Intermediate level, the teacher can only give they practice the exercises in the textbook Therefore, we need to arrange the content of the lesson? make it reasonable, change lesson requirements or integrate – connect combine or separate the contents, it is entirely possible - as long as is that we must keep the purpose of the lesson content Part Post-writing is designed with practice activities The difference is to reinforce the lesson and help students remember new better material For this writing lesson, we designed several activities Practice after writing the following: * Giving the product in front of the class : Depending on the level, students can expressly read the product of individuals / groups or pretty good students can 17 present their own topics they have written on the board * Drawing up an outline: Students will be provided with pictures in turn, observing pictures, I will find out by myself the TOPIC of the article, what PROBLEM does the picture describe, I can give you some suggestions Which SOLUTIONS and if so, what BENEFITS will be achieved etc V Homework Homework needs to be designed in accordance with the lesson content and the materials must be affordable pupil An important thing is that the teacher must have a guide to let the children know What are you going to with that homework? Example: In this class, we ask you to prepare a paragraph about the description of Ben En national park is the OUTLINE construction exercise from the Postwriting section : Drawing up an outline IV EFFECTIVENESS After one year of application of the new activities associated with other methods of learning English now, last school year 2021 – 2022 According to the results of the semester and I also investigated back in two layers 11A6, 11A8 I has obtained the following results : stu den ts sur vey ed 81 Favorite levels for English Very Norm Like Hate like al N N N N u u u u m % m % m % m % be be be be r r r r 47 39 0, 38 31 ,9 ,9 , Academic English courses Very good medium Weak good N N N N u u u u m % m % m % m % be be b be r r er r 42 18 2, 37 30 14 ,0 , ,4 To sum up, writing activities in particular and teaching skills in general at Hau Loc 4th High School we always follow the unified process : PLAN ORGANIZATION - TEST – EVALUATION, after each annual exam, there is an assessment to learn from experience under direction of the School Board The topics presented above are the methods I have used to teach the skill write for students Through that, I also realized that there have been many changes in teaching and learning of our teachers and students: * For students: With the knowledge they have accumulated from writing lessons, they can complete the written assignments easily, the results of the periodic tests are improved and above all is the result of the final exam, with the rate of ENGLISH ranked at the high rate in the province for many years in a row 18 * On the teacher's side: Understand the learning needs of students, what are they weak and need? and at the same time we also find more active teaching methods, suitable for students, helping them not only practice writing better but also improve their results of the quality survey exam, the semester exam and the final exam – the final stage in the 3-year training process In the coming time, I will continue to improve my teaching methods to improve the quality of the subject of English and help students love this subject more and more C CONCLUSIONS AND RECOMMENDATIONS I CONCLUSIONS Through the process of directly teaching and applying the rules of teaching writing to students, I have some lessons learned are as follows: To teachers and students * Most English competitions are designed in written form: semester exam, the final exam, Olympic exam,… etc Obviously, writing skills are closed a very important role However, while taking the test, students often lose points because WRITING questions For students in particular and foreign language learners In general, this skill needs to be regularly practiced in many other forms of exercise each other and teachers need to repeat many times the prescribed steps of an article for students to write down miss * Teachers must have a rich vocabulary and solid grammar knowledge to help edit articles for students Direct them to write in the correct English style, but not VIETNAM - ENGLISH translation * Always combine teaching WRITE with the rest of the skills * The form of practice needs to be varied, always refreshing your lessons without completely breaking down belong to textbooks and especially must be suitable for students * Practice writing for students right from small grades When practicing, let them practice writing simple sentences From simple to complex, gradually guide the children to write paragraphs with great topics simple on the basis of lessons: family, friends, school, personal interests, entertainment, surroundings * Another necessary thing is that teachers should remind students to follow prescribed steps when practicing writing: Pre-writing; While-writing and Post-writing at the same time help students have a habit BRAINSTORMING to list all the details related to the article topic, and then create OUTLINE While writing, students need to use GRAMMAR and sentence structures tightly tight Sentence linking words – CONNECTIVES used appropriately, in the right situations will contribute to make your writing more concise II RECOMMENDATIONS 19 In terms of management * Team level: - The teacher sets the test to focus on writing skills - The chief specialist approves the topic and gives feedback to the teacher on the form of written test - Attend lessons to learn from experience, remind teachers to combine skills * School level: - Increase the 11th grade period right from the beginning of the school year, so that students have time to review old knowledge and practice new knowledge is learned - Organize tutoring for weak students to promptly help them improve their English I look forward to the comments of the leaders, professionals, colleagues for this initiative is excellent and widely used makes teaching English teachers high schools achieve good results, meet the requirements of teaching methods innovation in today I sincerely thank Approved by Hau Loc, May, 25th, 2021 I here by acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Written by Mai Thi Lan 20 REFERENCE BOOKS English text book grade 11, educational publisher Knowledge, skills courses of standard English, educational publisher A practical English grammar book of A.J.Thomson Cambridge advanced learner’ dictionary 3rd edition, Cambridge university press http://www.learn-english-today.com/fun/fun_activities.html Questionaire a Very like How often you like to learn English? Like Normal Hate b Never How often you use language games at lessons? Rarely Sometimes Usually EXPERIENCE INNOVATION SUBJECTS THAT HAVE BEEN 21 ASSESSED BY THE BOARD, CLASSIFIED LEVELS OF EDUCATION AND TRAINING DEPARTMENT, DEPARTMENT OF EDUCATION AND TRAINING DEPARTMENT Written by: Mai Thi Lan Position: Teacher Work place: Hau Loc 4th high school CLASSIFICATION RANK ASSESSMENT (A, B LEVEL or C) (DEPARTMENT, DEPARTMENT, PROVINCE ) SCHOOL YEAR Một số trò chơi nhằm tạo hứng thú học tiếng Anh cho em học sinh lớp 11 Department of Education and Training of Thanh Hoa province C 2011-2012 Some activities in the conclusion stage to motivate students in grade 10 to learn English Department of Education and Training of Thanh Hoa province C 2013-2014 Some activities in the warm up stage to motivate students in grade 11 to learn English Department of Education and Training of Thanh Hoa province C 2015-2016 Some measures to improve reading comprehension skills for students in teaching English 11 in the direction of the national high school exam Department of Education and Training of Thanh Hoa province B 2019- 2020 SUBJECTS 22 ... the choice of this topic ? ?Some experiences of teaching English writting skill for students grade 11 in typical English program? ?? is very specific and practical for teachers of English in order to... writing skills according to the program of Grade English Textbooks 11 of the Ministry of Education and Training IV PURPOSE OF THE TOPIC * Helps to form writing skills in students Help them to... - Teaching writing is a combination of four skills Why ? Students who speak well will write well Therefore, I often help students: 2.1 Applying speaking skills to writing skills This form of