(SKKN 2022) a number of measurements to make excitement in writing english skills for students in grade 9 of dong minh primary and secondary school

1 THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING INITIATIVE IN TEACHING EXPERIENCE A NUMBER OF MEASUREMENTS TO MAKE EXCITEMENT IN WRITING ENGLISH SKILLS FOR STUDENTS IN GRADE OF DONG MINH PRIMARY& SECONDARY SCHOOL Written by: Pham Thi Hoa Position: Teacher of English Address: Dong Minh primary& secondary school Field of initiative: education DONG MINH, 2022 INDEX SECTION Index A The opening I Reason for choosing the subject IIResearch purposes III Research objects IV.Research methods V New point of the initiative experience B The content of the initiative experience I.Theoretical background Page 3 4 4 5 II Reality of the problem III.Measures carried out to solve the problem C Conclusion and recommendation I.Conclusion II Recomendation Reference material 5-6 6-16 16 17 18 19 A THE OPENING: I Reason for choosing the subject: English has become the native language of many countries around the world Our country is in the period of innovation, integration and development of the economy, implementing industrialization and modernization so learning English is the most important issue The issue of teaching and learning English effectively are being concerned by both the leaders of education career and all the students’parents The universalization of English in secondary schools in Vietnam today poses increasing demands not only on the level but also the teaching methods of teaching foreign language teachers, how to choose for themselves a teaching method which is the most effective, imparts to the students in a good way they can understand isa hard problem that all teachers mention.Therefore, to increasingly improve the teaching methods, the teacher must know how to use the method knowledge reasonably and practically which can be applied in the real circumstances and with respect students Continuously response to the implementation of the theme "Innovation in education, improve the quality of comprehensive "and “ teach and study with the real quality at schools" was and is a very urgent work of both teachers and students We all know that learning English as well as any other language, when learners want to become proficient in that language, they must practice the four basic skills: Listen-Speak-Read-Write However, in the four skills in English, the wrting skill must be said the difficult one In fact, most students are not interested in learning writing skill As a perennial English teacher, exposed to many students in many different locations, I really worry about the quality of learning English in general, how students learn English writing skill in particular So with the passion for my job, desire to learn, I'm researching solutions to improve the quality of learning English, especially the method of causing the excitement for students in learning writing skill So how to help students-especially the last level-9 graders can apply vocabulary and grammatical structure to listening effectively? How to teach writing to every school pupil to help they feel fascinated and loved the subject more? How to find some positive, simple, easy to understand, practical methods? That’s the reason why I choose the topic: "A number of measurements to make excitement in writing English skills for students in grade of Dong Minh secondary school" II Research purposes: - Facing the actual situations as well as the real state of affairs in teaching and learning English of teachers and students of Dong Minh, Dong Son, Thanh Hoa, This subject is developed with the desire to help students in grade (in particular) promote their full potential, no longer feel difficult to learn the writing and especially stimulate the students who are not good at English to overcome the hesitation of writing English, lessen the mistakes in the writing English - Evaluate the reality of teaching and learning of teachers and students in Dong Minh school - Lessons to draw and suggestion III Research objects: Objective of study includes thirty-seven students of class 9A at Dong Minh Primary and Secondary School, Dong Son District, Thanh Hoa Province IV Research methods: Reading and learning about English materials related to teaching English Investigating, surveying the learning situation of English students From then, applying that methods to produce the most objective results V New points of Initiative Experience Applying both online lectures, take pictures of student’s writings to correct B THE CONTENT OF THE INITIATIVE EXPERIENCE I Theoretical background: In grade or higher textbooks, the teaching of skills is clearly distributed The writing skill in English language curricula from the schoolbook of Vietnam and other countries compiled for students and students is not casually developed as the last skill The main reason of that is its inherent difficulty In the end, we can say, hear, understand but cannot write, we are still considered "illiterate", but if we can write that means we understand In other words, writing skill is a great advance of the listening-speaking-reading skill that learners achieved It requires learners to have a higher ability in the language When we say, we can say in short, in a nutshell, sometimes it can be said wrong but we can use the action, gestures to express ideas, intentions that listeners can still understand but when we write, we should respect the principles of English usage and grammar rules so that we can communicate smoothly in any situation in which the language requires precision to avoid misunderstandings For example: we can say: "I have not a car" that listeners can still understand but if we write, this sentence is not completely grammatical This sentence should be rewritten as "I have not got a car" or "I not have a car" II.The reality of the problem: Over the years of teaching 8th and 9th graders, I found that students did not like to learn the writing skill and often think that this part is too hard I also noticed that some other teachers did not like to teach this part because the method of teaching this part was quite difficult and less interesting As a result, many teachers not go into depth, explore new methods, prepare visual teaching materials… for these writing skills classes, students are increasingly afraid of this module That is why in recent years, at examinations of school or higher level, they often have very poor results when they have to the writing exercises 5 The table hereinafter is the results through written tests of students in 9A Dong Minh Primary and Secondary School in the school year 2020-2021: Total Mark 0-3 Mark 4-5 Mark6-8 Mark 9-10 % % % % 37 14(37.8%) 12(48.6%) 5(13.6%) Facing the above actual situation and low results, I was also very anxious and tried to explore many methods, made many visual learning materials and taught some periods by using the Power Point program and really surprising, the students were clearly positive They are no longer as passive as before, which motivates me to try more different tips and teaching methods III Measures carried out to solve the problem: I realized that students often find difficult to write a text, paragraph or even a sentence But if there are reasonable guidelines, suggestions, put them into the specific situations of the article, they can still write Many students can understand but cannot express, they not know where to start writing as well That's why I find that suggestions, instructions and setting up pre-writing situations are very important, as well as guide them to prepare necessary materials for processing a writing And the last thing they only need is to complete the task by combining their ideas perfectly Not only that, the suggestions, the instructions can also stimulate their curiosity and creativity They will feel very happy with their products Through researching and attending some classes of colleagues at Dong Minh School and others in the district, most of the teachers find it difficult to make the writing lessonsinteresting and it is often because of the lack of students’ knowledge of language and vocabulary As a result, the atmosphere in the class is silent and it can not promote the students’creativity Only good students are able to the tasks while others never have enough time to finish the writing The teaching of writing skills is applied in three parts of the PPP (Pre While - Post) as in the reference documents, but we can apply creatively to suit each specific writing, each written content and individual student A- Teaching Pre-writing In general, the writing passages in the English programs of grade are often raised with an outline, a sample article, or using suggesting words or phrases The teacher explains the vocabulary, sentence structures or meaning of the article through illustrations, introductory paragraphs, suggesting scenarios or sample texts so that the students can prove their ability and creativity in writing This stage is the most important because it provides students with all the necessary materials to the task a) Guiding to write through sample writing Students read a sample article to get the sense of what the text is about, for what purpose That is the meaning of the passage Through reading the sample text, students can grasp the style of the passage, the type of passage, formal or informal 6 From that knowledge, they can apply to their writing appropriately to both the meanings of the requirements and the style of the sample text that can still bring into play the creativeness of students (English – Unit -Skills 2- Writing – Page 23) To help our students write well, we should provide my students with the information they use to write For example, after reading the passage quickly, the students will know what is the topic sentence, the problems and the conclusion of the passage Then I give my students the outline of writing a paragraph on the topic When they have understood the writing tips, they just need to know what the contents of the letter are so they can write the same content We can also write a sample text on a sub-board or monitor, then underline the parts that need replacing, so that they can grasp the parts which can be created by their own ways But this method is often showed when I teach on Power point software to help students easier to understand 7 b) Tutorial writing through outline of textbook In English textbook 9, some articles are based on the given outline This is also a very necessary thing for students to rely on to help student's articles not get lost, close to what the textbook required To that, they should first understand what they are going to write How to write? What is the composition of the article? Therefore, the teacher plays an important role in leading, suggesting and helping the children in this section This helps them to develop their writing ability, and they feel more receptive to knowledge On the other hand, the teacher should choose the right instructional approach, otherwise there will not be enough time for the following or they will lose their creativity Example 1: (English – Unit – Skills 2- Page 13) - after getting the students to discuss in group and choose some places they want to advise their friends, teacher can help them to go through an outline of an email: Start: Dear…/ Hi… Content: ( write the advice and mention the reasons why…) End: Best wishes / Your friend…/ Love… Example 2: When teaching Write part Unit English (page 47): In order for students to write, the teacher has to put lots of ideas into students’ head in the Pre-writing section I had to ask students to outline but they cannot know I'm tacit to help them get information for writing 8 After providing the essential vocabulary and structure, I asked the students to work in two groups and offered the benefits of the internet through Network Tips that gave them an air of excitement and helped them take information for the next section (English 9- Unit – Skills – Writing - Page 47) interactive TV projector Present facilities for studies were not available 30 years ago camera headphone Then I ask my students to work in groups, choose one facility which was not available 30 years ago and write a short description of how students in the past studied without that facility computer In cassette order that students have enough time to think first internet before writing, I can pick some pairs to practice these questions, and they can substitute underlined words with the words chosen by themselves for generating their creativity Then, based on their questions, their answers, and the outline of the textbook, It is easier to write in a more logical In your writing, you should include: - what facility it is - what it is used for - how students did the job in the past when they didn’t have it - how you feel about the change c) Guiding to writing through words, phrases and pictures given In English textbook 9, students are also introduced to this form in some periods The advantage of this type of writing is that they can use predicative words to write sentences but capture situations through pictures That's why it is easy for them to grasp the requirements and the reality shows when I taught them these through the Power Point program, they are very interested in learning and catching up easily But how to if the conditions not allow teaching on the Power point? Then we have to use the paintings, sub-table system so that they are independent on the textbook and still understand the article Whether teaching as the traditional method or by the Power Point, the important thing teachers have to before students write is to provide them with suggestions to lead them to write more easily For example: When teaching the Writing part of Unit (page 57) Through the pictures, I guided them so that they could get the vocabulary and the situation of the article Teacher should hang the pictures and elicit the writing by some questions: Picture 1:What beauty spot is this? Where is it?Why you want to visit the place? Picture 2: What activities canyou in Sam Son? 10 Picture 3: What places of interest in Sam Son can you visit ? How you feel about Sam Son? If students can answer all the eliciting question, they can easily know what they are going to write Teachers also have to guide them the order of the events of the trip and some grammar rules before writing This helps them to avoid unexpecting mistakes (English – Unit 10 -Skills 2- Writing – Page 55) -Before writing the advertisement, teachers should go though exercise and supply the students the essential vocabulary and how to write advertisements clearly The advertisements are often written in a very short statement but include enough essential information 11 B- Teaching While-writing: In this part, students are the people who work mainly Most of the writing classes in the school-book grade 9, students can work in groups so that they can promote their community and collaboration During the group discussion, teacher should walk around the groups In case students may need any help with structures, vocabulary , teachers should go around the classroom and give supports Group working can also save time However, teachers should observe the whole class so that all students have to participate in the activity If teachers not observe carefully, the groups are very easy to operate irregularly, mainly only the good or excellent students are active In preparation for the group to work well, teachers prepare sub-tables or posters for students to write on to make use of time and at the same time they can correct errors between groups in Post-writing appropriately and conveniently C- Teaching Post-writing This is also important part to teach the writing skills to 9th graders because when they finished, it should have the comprehensive evaluation for them to know their results If they write in the sub-table or posters, the groups can comment and correct each other and the teacher can also revise at the same time or the teacher amend the sample group’s mistakes, and the remaining groups can correct each other At Dong Minh Primary and Secondary School, most of the classrooms are equipped projectors, so I make the groups to write on the extra table and then hang up or if they write individually, I would use my phone or laptop to shoot the papers of the students or directly film their article so as that I correct a few specific articles They can find faults for their own posts from that point As mentioned above, writing skills are difficult skills requiring general and broad knowledge that they can write well In the process of teaching writing skills, I have found that they are often prone to minor errors, sometimes just by spelling, or prepositions or verbs Here are some errors that students often make: 12 a) Do not conjugate verbs in the past tense: The mistake of not conjugating the wrong verb, especially in the past tense, is a very common mistake with students The mistakes are related to conjugation such as forgetting to add the “d” and “ed” forms when writing about the past For example: I arrive in Hue last Sunday ( I arrived in Hue yesterday) b) Missing the verb “to be” When writing, some students often forget the verb “to be” For example : Playing sports good for health (instead of Playing sports is good for health.) Another common mistake is the incorrect conjugation of the verb to be For example: She is here yesterday (instead of She was here yesterday.) c) Lack of Subject – Verb agreement: Students usually make the mistakes of not conjugating verbs that match to add “-s” after verbs with a singular pronoun (He / She / It) or write the wrong forms of to be For example : The guests was very politely welcome ( The guests were very politely welcome) Minh live in a small village in the mountainous area (Minh lives in a small village in the mountainous area.) d) Missing –s / -es at the end of plural nouns: Many students often forget to add “-s”, “-es” after plural nouns For example: The scientist are trying their best to find the cure for the disease.( The correct is: The scientists are trying their best to find the cure for the disease.) There are many traffic problem in our city nowadays (The correct is: There are many traffic problems in our city nowadays.) e) Missing/ wrong articles: The two main errors related to article usage are lack of articles and the confusion of articles Students often have difficulty in determining when to use the articles “the” , for example writing “a number of students” instead of “the number of students” Secondly, students often get confused between the definite article “the” and the indefinite articles “a/an”, for example “A capital of Viet Nam” instead of “The capital of Viet Nam” as well as confused in using “a” and “an” (e.g: a hour (an hour) or aan university instead of a university) Now are, for example, some of my students’ writings: 13 (English – Unit – Skills 2- Page 13) (English 9- Unit – Skills – Writing - Page 47) Obviously, my students made a lot of mistakes mentioned in the above parts like prepositions, tenses, verb forms, articles This is an essay, not a paragraph My students made a mistake about wrong style of writing II Effect of the research: After a session proceed to apply the above mentioned teaching methods, I've tracked and surveyed the quality of student learning listening skills in English in class 9A at Dong Minh secondary school and obtained a relatively satisfactory results Specific figures are as follows: The result of the second 15-minute test: Total Mark 0-3 Mark 4-5 Mark 6-8 Mark 9-10 14 % 37 7(18.9%) % 18(48.6%) % 9(24.3%) % 3(8.2%) The result of the third 15-minute test: Total Mark 0-3 Mark 4-5 Mark 6-8 Mark 9-10 % % % % 37 6(16.2%) 23(62.2%) 8(21.6%) In comparision with the result at the beginning, it can be said that this result has improved a lot Moreover, by using these tips, students are more interested in learning They are always ready to receive every lesson with the highest excitement This also help the teacher feel excited in teaching as well as finding new methods to help students learn a foreign language better and better After many years of teaching as well as applying the subject, I can draw some following experience: Forteacher: For any other subject, the teachers also need to create excitement for the children at the beginning and especially have to guide them to self-study because time in each period is only limited within 45 minutes Intelligent students only try to remember the main knowledge If they want to study well, they have to spend time self-learning and researching as well as reviewing lessons at home Study time at home is primary but many students not have consciousness, and especially not know how to learn themselves Therefore every teacher should stimulate, motivate and guide them to learn Having done this task, teachers were successful in their teaching Especially while performing this topic, teachers also need to be noted: - Need to specify the tasks for each group, guide the tasks of each group, each individual student clearly, easily to understand - Teachers should act as a guide, always help students, help them answer questions whenever they need For students: - Each individual should actively participate in the group that he had been assigned, actively carry out his duties - Must be united with other members in his group and specially must have passion for the subject Teachers ask students to prepare well for the next class by: - Raise the system of open questions about what students are going to learn so that students have time to think, learn the material - Ask students to some exercises related to the content of the writing lessons that other skills classes have the same result 15 - Encourage students to be confident, active and creative in raising issues and questions related to the contents of the unit C CONCLUSION AND RECOMMENDATION I.The meaning and scope of research: The researchfocuses on the application of "tips", the experience of teaching writing skills to grade makes the lectures both lively, attractive and promote the positive of students The initiative can be widely applied in writing lessons in Dong Minh primary and secondary school as well as the other schools in the district II Recommendation In addition to training in teaching methods by the Thanh Hoa Department of Education and Training held annually,Dong Son education and training sector need to organize training sessions, thematic teachings to help English teachers in our district have an opportunity to learn, exchange experiences with each other Besides, the equipment fitted to the case, such as audio-visual room, illustrations is really necessary Schools should facilitate, encourage and help teachers make good teaching job to bring quality of education in English is more and more increased In conclusion, I’d like you to help me make it perfect and more practical I hope my experience will be useful for my colleagues and the result may be better when they use it However, my research is done for a short time, I need your comments and suggested ideas which I can complete my knowledge and my subject Thank for your reading CONFIRMATION OF THE HEADMARTER Dong Minh, April 18th, 2022 I assure that this research is written by myself I not copy from the others’ research Signature of teacher Pham Thi Hoa 16 REFERENCE MATERIAL Teacher’s book and English (Ministry of Education and Training) English language Teaching Methodology (Ministry of Education and Training 2003) Some matters in renovating method in teaching English at Junior high school (Nguyen Hanh Dung) Innovative training materials in English secondary method Method of teaching English in junior high school (Nguyen Hanh Dung) Soft book on the Internet  ... hesitation of writing English, lessen the mistakes in the writing English - Evaluate the reality of teaching and learning of teachers and students in Dong Minh school - Lessons to draw and suggestion... mentioned teaching methods, I've tracked and surveyed the quality of student learning listening skills in English in class 9A at Dong Minh secondary school and obtained a relatively satisfactory results... That’s the reason why I choose the topic: "A number of measurements to make excitement in writing English skills for students in grade of Dong Minh secondary school" II Research purposes: - Facing