Untitled 1 SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG NAI Trường THPT Chuyên LƯƠNG THẾ VINH Mã số (Do HĐCNSK cấp trên ghi) SÁNG KIẾN HELPING GIFTED STUDENTS OVERCOME THEIR DIFFICULTIES IN ESSAY WRITING Người thực hiệ[.]
1 SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG NAI Trường THPT Chuyên LƯƠNG THẾ VINH SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG NAI Trường THPT Chuyên LƯƠNG THẾ VINH Mã số: (Do HĐCNSK cấp ghi) Mã số: (Do HĐCNSK cấp ghi) SÁNG KIẾN SÁNG KIẾN HELPING GIFTED STUDENTS OVERCOME THEIR DIFFICULTIES IN ESSAY WRITING THEIR HELPING GIFTED STUDENTS OVERCOME DIFFICULTIES IN ESSAY WRITING Người thực hiện: Bùi Ngọc Xinh Lĩnh vựcthực nghiên Người hiện:cứu: Bùi Ngọc Xinh - Quản giáo dục Lĩnh vực lý nghiên cứu: - -Phương Quản lýpháp giáogiáo dục dục - -Phương Phươngpháp phápdạy giáohọc dụcbộ môn: Tiếng Anh - Lĩnh vực khác: - Phương pháp dạy học môn: Tiếng Anh - Lĩnh vực khác: Có đính kèm: Các sản phẩm khơng thể in sáng kiến Mơ hình Đĩa CD (DVD) Phim ảnh Hiện vật khác (các phim, ảnh, sản phẩm phần mềm) Có đính kèm: Các sản phẩm in sáng kiến Mô hình Đĩa CD (DVD) Phim ảnh Hiện vật khác (các phim, ảnh, sản phẩm phần mềm) Năm học: 2019-2020 Năm học: 2019-2020 TABLE OF CONTENTS INTRODUCTION ………………………………………… …2 Context 2 Reasons for choosing the topic 3.The scope of the research Research aims I./ RATIONALE OF THE RESEARCH II./ RESEARCH CONTENTS ………………………… 1./ Reality of teaching writing at the school 2./ Procedures .4 FINDINGS ……………………………………… …… ……40 CONCLUSION …………………………………… ….………41 REFERENCES ……………………………………… …… 42 DANH MỤC CHỮ CÁI VIẾT TẮT ………………………………………………………………… ……………………………………………………………… ………………………………………………………………… THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Helping gifted students overcome their difficulties in essay writing Lĩnh vực áp dụng sáng kiến: Phương pháp giảng dạy Tác giả: - Họ tên: BÙI NGỌC XINH Nam (nữ): Nữ - Trình độ chun mơn: Thạc sĩ - Chức vụ, đơn vị cơng tác: Tổ phó CM _ Trường THPT Chuyên Lương Thế vinh - Điện thoại: 0918155005 Email: buingocxinhltv@gmail.com - Tỷ lệ đóng góp tạo sáng kiến (%): 100% Đồng tác giả (nếu có) - Họ tên: …………… …… Nam (nữ): - Trình độ chun mơn: … - Chức vụ, đơn vị công tác: … - Điện thoại: …… ……… Email: - Tỷ lệ đóng góp tạo sáng kiến (%): (Ghi số lượng % đồng tác giả đóng góp vào sáng kiến) Title: HELPING GIFTED STUDENTS OVERCOME THEIR DIFFICULTIES IN ESSAY WRITING INTRODUCTION Context Writing is often considered as the last skill to be developed after listening, speaking, and reading Essay writing allows students to practise and develop transferable skills that are valuable to them not only while they are students but also after they graduate and have to write in a professional role An essay is defined as a short piece of writing that expresses information as well as the writer's opinion Essays are popular at high schools and colleges People may even need to write essays in the business world (although they are usually called "reports" at that point) Students nowadays, especially those who study at high school for the gifted have an insatiable hunger for how to write an effective essay Reasons for choosing the topic English-majored students of Luong The Vinh High school especially students of the elected English team (grade 12) who take National English Examination are in need of having a perfect writing skill, but the national curriculum set by the government cannot satisfy their need In the past few years, I have been responsible for helping gifted students practice their writing skill, and I have found that a lot of gifted students at this school show interest in writing especially academic writing However, their essays still contained mistakes These mistakes ranged from minor ones such as spellings to major ones such as sentence structures and the organization in an essay Thus, it is imperative that I should something to help them overcome their difficulties in writing so that they can improve their writing skill and write coherently, effectively, and academically The scope of the research The research focuses on how to help gifted students find essay writing easy, how to improve high school students’ writing skill and how to help them write more effectively The participants of the study The English-majored students of the two English classes (grade 12) of Luong The Vinh High school were chosen to take part in the innovation The innovation was carried out in writing periods of the two semesters of the school year The reason why the students of the two English classes (grade12) were chosen as the participants of the study were that: - They are gifted students They usually have to write essays - They are interested in writing - They often have to sit exams of English around the year Research aims The innovation focuses on - How to teach gifted students some basic academic writing skills - How to help them write well and effectively - How to help them find essay writing easy - How to help them develop more confidence in their ability to write - How to help them show their skills in organising their ideas systematically I./ RATIONALE OF THE RESEARCH It is significant that high school students / gifted students / college students acquire good writing skills because the most important aspect of a college education is to learn to communicate clearly and efficiently That is why general college education prerequisites include a number of compositions and reading courses that students must complete before they graduate According to Oshima and Huge, “Writing is a form of communication that encourages students to put their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and convey meaning through well-constructed text In its most advanced form, written expression can be as vivid as a work of art Therefore, writing is never a one-step action: it is a process that has several steps.” (Oshima and Huge 1997: 2) II./ RESEARCH CONTENTS a./ Reality of teaching writing at the school As far as I am concerned, tasks designed in English textbooks for students are not in a systematical way, which causes difficulties for students who want to enhance their ability to write a good essay Tasks for writing in the textbooks also lack skills necessary for writing an effective essay b./ PROCEDURES In order to write an academic essay effectively, it is a good idea to follow a number of important steps in the essay writing process Here are some important rules /skills that I have collected and given to students so that they can show their ability in presenting a logical argument, their skills in organising their ideas systematically, their ability to select relevant ideas and information to the topic and last but not least their ability to use correct English grammar and vocabulary A RULES Title Rules Capitalization Rules Punctuation Rules The teacher gave students handouts which contain these rules B BASIC WRITING SKILLS I./ The Basics of Sentence Construction PHRASES a./ Noun phrases e.g : The bright blue dress was Helen’s favourite dress b./ Prepositional phrases (phrases that start with a preposition Prepositional phrases work to modify nouns or verbs) e.g.: The man near the door is talking with Nathan (in this sense, they work very much like adjectives and adverbs) c./ Verbal phrases (phrases that start with either : a gerund , an infinitive , or a participle Verbal phrases can work as nouns, adjectives, or adverbs.) e.g.: Working in a factory had left him broken in body and spirit d./ Appositive phrases e.g : My uncle Jack, a diligent and serious man, taught me the value of hard work Exercise 1: Read the following sentences Underline all the noun phrases and circle the prepositional phrases Then draw an arrow to the word that each prepositional phrase modifies The leopard’s spots help it to hide from its prey When the right foot of the player touched the foul line, the referee blew the whistle Average winner temperatures in the Arctic Circle drop below zero The vast majority of start-up companies fail their first three years Exercise Read the following sentences.Underline any verbal phrases that act as nouns Circle any verbal phrases that act as modifier Then draw an arrow to the word that each phrase modifies Maintaining a high grade point average is essential to any student hoping to go to college Crying and upset, the witness admitted she had lied to protect her boyfriend Ned came home to find his door forced open and his belongings scattered on the floor Planning the trip scheduled for next week is Helen’s responsibility Exercise Read the following sentences Underline any appositive phrases in them and put a comma at the beginning and at the end of each appositive phrase Then draw an arrow to the noun modified by the appositive The Tigers the only team to go undefeated are the favorites to win the championship The film about King Kong a giant ape who destroys the city was entertaining The dancer a girl of both beauty and grace was the star of the show The climbers decided to attempt their ascent of the mountain during the spring traditionally the safest time of year in terms of weather CLAUSES a./ Independent clauses (Independent clauses can stand alone as complete sentences Independent clauses can function as sentences because they express complete thought e.g.: He got out of his car b./ Dependent clauses Dependent clauses cannot function as complete sentences because they not express complete thoughts Dependent clauses come in three forms: coordinate clauses, subordinate clauses, and noun clauses - Coordinate clauses are essentially independent clauses However, they cannot function as complete sentences because they begin with coordinating conjunctions, and this makes the thoughts they express incomplete 10 e.g.: He got out of the car, but he left the car running - Subordinate clauses always start with a subordinating conjunction Subordinate clauses can be joined to independent clauses, coordinate clauses, or other subordinate clauses e.g.: He got out the car, but he left the car running because he was planning to return quickly - Noun clauses: Within a sentence, noun clauses serve the same functions as nouns They can work as subjects, objects, or complement Noun clauses are introduced by one of the following words: that, which, whichever, who, whoever, whomever, what, whatever, when, whenever, how, however, and whether e.g.: Mike always buys whatever Mary wants Whoever ate the last piece of cake is in big trouble The big question is how we are going to fix the problem Exercise Read the following sentences and circle the independent clause in each sentence Then underline any dependent clause in each sentence Where it is appropriate, place comas between the independent clause and any dependent clause The city’s air pollution is the result of high number of cars on the road and of its outdated factories but little is being done to solve the problem Although the modifications to the ship’s design were thought to be minor they had a significant impact on its performance Most wild animals are afraid of humans but they can still be dangerous when they are threatened While Mark usually displays excellent sportsmanship he was thrown out of the last game because of his behaviour Exercise 2: Read the following sentences below Find the noun clause in each sentence and underline it Last semester our science teacher taught us how batteries work