skkn CÁCH VIẾT một số DẠNG bài LUẬN TIẾNG ANH

Dạy viết là một trong những nội dung cơ bản và thực sự là sựkết hợp tinh tế của việc giảng các kỹ năng ngôn ngữ khác.. Từ những luận điểm trên việc áp dụng các phương pháp dạy viết như t

PHÒNG GIÁO DỤC & ĐÀO TẠO HUYỆN YÊN LẠC TRƯỜNG TRUNG HỌC CƠ SỞ ĐẠI TỰ

BÁO CÁO KẾT QUẢ

SÁNG KIẾN KINH NGHIỆM

CÁCH VIẾT MỘT SỐ DẠNG BÀI LUẬN TIẾNG ANH

( BỒI DƯỠNG HỌC SINH GIỎI LỚP 9)

Môn : Tiếng Anh

Tổ bộ môn : Khoa học xã hội

Mã : 41 Người thực hiện : Đặng Văn Dương

Điện thoại : 0987 967 208

Gmail : Greenocean981@gmail.com

Yên Lạc, năm 2013

III Describing festivals/ events/ ceremonies 8-9

V Discursive Essays

1 For and against essays

2 Opinion essays

3 Essay suggesting solutions to problems

4 The essay plans for the three types of discursive essays

1111-1414-1515-1717

VI Kết quả ứng dụng và bài học kinh nghiệm 19

I Kết luận

II Kiến nghị

1919-20

Xuất phát từ quan điểm "lấy người học làm trung tâm’’, phương pháp dạy

và học đã có những thay đổi căn bản Người dạy không phải là người duy nhấtnắm giữ kiến thức và truyền đạt kiến thức mà chỉ là người hướng dẫn, người hỗtrợ, người cố vấn, người kiểm tra Người học không còn là người thụ động tiếpthu kiến thức mà là trung tâm của quá trình dạy học, chủ động sáng tạo trongquá trình học tập nhằm đạt được kết quả cao trong học tập và biết vận dụng vàothực tế cuộc sống

Dạy ngoại ngữ nói chung, dạy tiếng Anh nói riêng việc đổi mới phươngpháp dạy học là rất quan trọng.Ngoài việc nắm vững kiến thức ngôn ngữ ,thực

hiện tốt kĩ năng nghe, nói, đọc thì kỹ năng viết cũng đóng một vai trò quan

trọng không kém Dạy viết là một trong những nội dung cơ bản và thực sự là sựkết hợp tinh tế của việc giảng các kỹ năng ngôn ngữ khác

Từ những luận điểm trên việc áp dụng các phương pháp dạy viết như thếnào để giúp học sinh thực hiện một bài viết Tiếng Anh tốt, nghĩa là đảm bảochính xác về yêu cầu bài viết, ngữ pháp, tính sáng tạo trong bài viết là rất quantrọng

2 Cơ sở thực tiễn:

Trong quá trình dạy và học tôi nhận thấy: Kĩ năng viết là một trong những

kĩ năng khó nhất trong các kĩ năng Nó đòi hỏi học sinh phải có vốn từ vựng,hiểu các cấu trúc ngữ pháp, các ý tưởng để lập dàn ý khi viết bài Đặc biệt các

em phải nắm được từng kiểu bài luận cần viết như thế nào Kĩ năng viết giúpcho học sinh tái hiện lại những gì đã được học, giúp các em thực hành sử dụngngôn ngữ một cách hiệu quả và đồng thời cũng luyện chữ viết cho các em Kĩnăng viết phát huy khả năng sáng tạo của học sinh, nó phản ánh kết quả của quátrình nghe, nói, đọc, ngữ pháp, từ vựng của học sinh, thể hiện được mặt mạnh,mặt yếu, đồng thời nó cũng giúp cho giáo viên dễ dàng nhận thấy lỗi sai của họcsinh hơn là khi nói Hoạt động viết là một khâu rất quan trọng trong quá trìnhdạy và học Tiếng Anh Đặc biệt đối với đối tượng là học sinh giỏi, ở mỗi cấp thicác em thường xuyên gặp phải những bài viết luận Nhiều khi các em lúng túng,lẫn lộn không biết mình phải viết kiểu gì, trình bày bài luận ra sao, dùng những

cấu trúc câu nào cho hợp lí Vì vậy tôi mạnh dạn chọn đề tài " Cách viết một

số dạng bài luận Tiếng Anh" này để giúp các em nắm được cách viết một số

kiểu bài luận Từ đó nâng cao hiệu qủa giảng dạy bộ môn, đặc biết chất lượnghọc sinh giỏi môn Tiếng Anh lớp 9.

II MỤC ĐÍCH CỦA ĐỀ TÀI:

Từ thực tế trên, tôi không ngừng nghiên cứu, học tập, thực nghiệm nhữngphương pháp, thủ thuật dạy viết để tìm ra cách dạy viết có hiệu qủa nhất như:

- Giúp học sinh nắm được cách viết một số dạng bài luận

- Giúp học sinh biết cách sử dụng các cấu trúc ở từng phần trong bài luận

- Rèn luyện cho học sinh có tính tư duy độc lập

- Giúp học sinh lòng yêu thích môn học, khắc phục tâm lí sợ bài luận khitham gia các kỳ thi học sinh giỏi các cấp

- Giúp giáo viên hiểu sâu hơn về cách viết một số dạng bài luận

III ĐỐI TƯỢNG NGHIÊN CỨU:

- Về qui mô: Tìm hiểu vận dụng các phương pháp dạy viết luận

- Về không gian: Học sinh giỏi môn Tiếng Anh lớp 9- THCS, các dạngviết luận trong chương trình Tiếng Anh THCS

- Về thời gian: Khảo sát từ tháng 8 năm 2010 đến nay

IV PHƯƠNG PHÁP NGHIÊN CỨU:

- Dựa trên đặc trưng bộ môn Tiếng Anh, theo phương pháp đổi mới dạyhọc cấp THCS

- Dự giờ đồng nghiệp để tìm hiểu thực trạng kĩ năng viết ở trường THCS

- Áp dụng các hình thức viết khác nhau như bài viết có hướng dẫn hay bàitập viết sáng tạo

- Tham khảo kĩ năng dạy viết qua sách, báo, những thông tin liên quantrên mạng Internet

- Tiếp thu các ý kiến của đồng nghiệp để rút kinh nghiệm, chắt lọc cácphương pháp hay để áp dụng cho phù hợp

V PHẠM VI VÀ THỜI GIAN NGHIÊN CỨU:

1- Phạm vi nghiên cứu:

Nghiên cứu sách giáo khoa, khai thác các thông tin trên Internet, các tàiliệu có liên quan, xác định thể loại và dạng bài viết để xây dựng tiết dạy bồidưỡng cho phù hợp Thực nghiệm các học sinh tham gia đội tuyển khối lớp 9trong trường THCS Đại Tự

2- Thời gian nghiên cứu:

Trong các năm học 2010-2011, 2011-2012 và 2012-2013

+ Physical appearance: height/build, age, facial features, hair, clothing

( From the most general aspects to the most specific detail)

Eg: Bill, who is in his early twenties, is quite tall and well-built, with thick blackhair and piercing blue eyes He is usually dressed in jeans and a T-shirt

+ Personality/ behavior(with justification/examples): give examples of mannerand mannerism

Eg: Mark is rather unsociable, usually sitting silently in a corner abservingothers from a distance

+ Life/ lifestyle/beliefs: talk about the person's habits, interests, profession, dailyroutine, opinion, etc

Eg: Being both a university student and a part-time assistant in a supermarket,Tom has little free time to go out in the evenings

3 Conclusion:

Comments/ feelings about person

* Tips: If the instruction for the writing task ask you to describe someone

related to the present, you will describe the person using Present tenses eg: "Describe a person who is unusual "

If you are asked to describe somebody related to the past Somebody who is nolonger alive or somebody you met some time ago, you will describe the personusing Past simple tenses

* Linking words and Structures: Writing which contains a series of short

sentences or the same simple linking words(such as"and") soon becomes boringand repetitive To avoid this, you should use a wide range of linking words andstructures

- with: She is tall and striking, with long blonde hair

- Relative Clauses: who/which/whose

My neighbour, who is slightly eccentric, has dozens of filthy cats

He is a scruffy child whose clothes are torn and dirty

He has a broken nose, which makes hims look like a boxer

- Result: so/such (a) (that)

She is so beautiful that she looks like a film star

- Addition: in addition to, as well as/ besides, moreover, furthermore, not

only but also ,etc.

He is very tall, in addition to being very thin

My grandmother has deep wrinkles, as well as thin grey hair.

He is not only artistic, but also a successful businessman

- Contrast: but/yet/However/Nonetheless/Even so + Clause

Although/(Even) though/ While + Clause

In spite of/ Despite + -ing form/noun/the fact that

He is temperamental, but/yet he is a loyal friend

He looks as through he's an old man However, he is only 35

Although he has a huge, powerful body, he's a very gentle person

In spite of being very busy, she always has time for her children

- Linking cause and effect:

She is open and friend.(cause) She is popular.(effect)

Because/as/since owing to/due to(+-ing/noun/the fact that)

As a result/consequence of A/the result of is ; as a result,

She is popular because she is open and friendly

She is popular due to being/due to the fact that she is open and friendly

A result of her being open is that she is popular

, so therefore/for this reason

The reason(that/why) is

She is open and friendly, so she is popular

She is open and friendly, therefore she is popular

The reason she is popular is that she is open and friendly

* Impressions, Opinions and Reactions:

I think/feel/etc (that) It seems to me that To me/To my mind

As far as I'm concerned In my opinion/view/eyes

Sb seems/ appear to be

Sb stribes people/comes across as (being)

Sb gives the impression of being / the impression that

I/ people/etc find/ consider sb to be I think of/ see/ regard sb as being

* Compoud Adjectives: Compound adjectives are formed with

- present participles: a hard-working student

- past participles: an open-hearted young man

- cardinal numbers + nouns: a three-year-old boy

- well, badly, ill, poorly + past participle: a well-intensioned friend

Topic: A Close Friend

Jacques has been my close friend for two years I first met him on aschool exchange trip to Calais, France I asked him the way to the library and westarted talking We've been friends ever since

Jacques is quite good-looking He's tall and slim, with olive skin and curlydark hair Like many French people, he has a great sense of style, so he alwayslooks well-dressed even in casual clothes.

Jacques is very outgoing He is always friendly and loves to have fun.He's got a fantastic sense of humour and he always makes me laugh However,

he can be a bit immature at times For example, when he doesn't get what hewants, he acts childishly and stamps his feet

Jacques is very keen on water sports He likes sailing and he spends a lot

of time on his boat He enjoys scuba diving, too, and loves exploring life undersea

All in all, I'm glad to have Hacques as my friend It's a pleasure to be withhim and I really enhoy his company I'm sure we'll always be close friends

II Descibing places/ Buildings

1 Introduction: name/ location/ population of the place, reason for choosing

the place

+ Factual information such as age, size, colour, material, etc

Eg: The temple, with 10-meter tall marble columns, was built in 800BC

+ Details relating to the senses ( sight, hearing, smell, touch, taste) to suggestmood and atmosphere

Eg: Visitors' footsteps on the wom stone floors echo through the cool, darkcorridors, disturbing the tranquil silence

2 Main body: general features and particular details

+ Place: surroundings, sights, facilities, free-time activities

+ Building: surroundings, detailed description of exterior/ interior

- Past tenses are normal used when describing a visit to a place/building

- First and second conditionals(will/would) can be used when you describe yourideal city/house,etc

- When we give factual information about a place or building this is normallygiven using Present tenses

Eg: I flew to Madrid last Monday Madrid is situated in the central point of theIberian peninsula with a population of about 3,000,000

* Expressing Impression & Reactions

- You can express positive impressions of a place by:

+ using a variety of adjectives such as: breathtaking, delightedful, eyecatching,outstanding, picturesque, etc.

+ using a variety of present or past participle from such verbs as: astound,amaze, astonish, impress, refresh,etc

Eg: I was/felt astounded at how beautiful Florida is in winter

+ using a variety of nouns in expressions such as: to my amazement/

astonishment/ delight/ surprise/etc

Eg: To my delight, the place had kept its character

- You can express negative impressions of a place by:

+ using a variety of adjectives such as: disreputable, inhospitable, neglected+ using a variety of present or past participles from such verbs as: disappoint, shock,etc

Eg: the disappointing view of the unsightly housing

+ using a variety of nouns in expressions such as: to my

disappointment/surprise/etc

* Useful language: Explaining Impression

The most noticeable/outstanding feature of the place is its golden garden

A huge statue of a lion is the first thing one notices upon entering the temple

Without doubt, the most impressive thing about San Francisco is the Golden

Gate Bridge

The thing which makes the strongest/most enduring impression is the hospitality

of the locals

The first thing one notices about the house is its overgrown garden.

The reason that the area is so depressing is that there are so may derelict

buildings

* Making comparisons:

To compare places or building you can use

- (just/nearly) as (positive degree) as

Eg: In those days the main streets were just as congested as they are today

- The same as

Eg: The cottage was the same as it had been fifty years before

- (relatively/considerably) less (positive degree) than

Eg: The new buildings are considerably less ornate than the old ones

- (much/far/considerably) more + adjective/ adverbs + than

Eg: The northern area is more picturesque than the eastern area

- (by far) the most + adjective

Eg: Hill Manor is by far the most elegant hotel in the region

- comparative + and + comparative

Eg: The streets are becoming dirtier and dirtier

- the comparative , the + comparative

Eg: The further south you travel, the warmer it becomes

Topic: Describe your school

I study in XYZ Secondary School It is one of the best schools inSingapore It consists of several Roman style buildings Our school has all thefacilities of a modern school, such as well furnished and airy class rooms, bestlaboratories, a big library with a huge collection of books, a vast play groundand even a swimming pool

Our school building is situated in the middle There is motorway leadingfrom the main entrance The playground is on the left of the motorway and a biggarden on the right When you enter the building, the principal’s room is on theleft They are all well furnished There are twenty classrooms Our laboratoriesare well equipped The school library has an up-to-date collection of books onmany subjects Our librarian and her two assistants are very helpful

Our school, like other schools, has prescribed a uniform for us We have

to wear white trousers, a white shirt and a black tie The girls have to wear whiteshirts and skirts

Our principal is very strict as he pays strict attention to behavior,punctuality and cleanliness The most well-behaved and punctual student will beassigned as the class prefect

Our principal is a strict disciplinarian He accepts the help and advice ofall teachers Though our principal is strict, he is fair and loving He tries to findout the reason and guides us If one violates any rules, he will be punished Ourprincipal is very strict in this aspect

Our teachers are also very strict They teach us with the utmost care,guide us with our assessments and other preparations and help us in times ofneed

I like my school very much and am proud to be a student of that school

III Describing festivals/ events/ ceremonies:

1 Introduction: Set the scene ( name,time/date, place of event, reason(s) for

celebrating)

2 Main body: Preparations( decorations, rehearse,etc.)

Description of actual event (costumes, food, atmosphere, activities,etc.)

3 Conclusion: feelings, comments, thoughts

* Notice:

When you describe annual events( a celebration/festival which takes place everyyear), present tenses are used and the style is formal However, when giving apersonal account of an event which you witnessed or took part in, past tenses areused and the style may be less formal The passive is frequently used to describepreparations/ activities which take place

Eg: Pumpkins are carved and placed in windows and costumes are designed

Topic: Indian Festival

The Milwaukee Native American Indian Festival is truly and amazingevent For three days in September every year, thousands gather in Milwaukee,USA, to celebrate Indian culture Last year, I was lucky enough to attend thefestival and experience it for myself

The preparations take months Dance teams from all over the countrypractise to compete in the tribal Pow Wow dance contest Indian craftsmen work

to produce the many traditional items on display Then, in the week before thefestival, the stalls are put up and the food is prepared, so that everything will beready for the big day

The celebrations began at 4pm and there was plenty to see and do Ivisited a traditional Indian village, watched skilled craftsmen carve totem poles,and even learned how to do tribal Indian dancing It was also a great opportunity

to sample some traditional native dishes, like corn bread and buffalo burgers

The festival was fun, entertaining and educational It was a wonderfulway to learn about Native American culture and celebrate the end of summer

IV Narratives:

1 Introduction: Set the scene ( Who/what/when/where)

Sets the scene(place, time, character(s), etc.), creates an intersting mood/atmosphere to make the reader want to continue reading, and/or beginsdramatically to capture the reader's attention

2 Main body: Develope the story ( Describe incidents leading up to the main

events and the event itself in detail Describe people/ place/ emotions/actions/etc)

3 Conclusion: End the story(complete the plot; describe feelings/ reactions;

explain the conspuences)

* Notice:

- Before writing, you must first think of a suitable story outline, the you shoulddecide on a detail plot, including how the story will begin, who the characterswill be, where the story will happen, the events in the order you will presentthem, and how the story will end

- Narratives are normally set in the past, and therefore use a variety of pasttenses.For example, Past Continuous is often used to set the scene (eg: The windwas howling ); Past simple is used for the main events(eg: He entered theroom, looked around, and ); Past perfect is used to describe an event before themain events(eg: She had set out in the morning, full of hope, but now she felt )

- The sequence of events is important: before, after, then, in the evening, later, inthe end, until, while, during, finally, etc

* Techniques for beginning or ending stories:

- You can start your story by:

+ describing the weather, place, people, etc, using senses

+ using direct speech

+ asking a rhetorical question

+ creating mystery or suspense

+ referring to feelings or moods

+ addressing the reader directly

- You can end your story by:

+ using direct speech

+ referring to feelings or moods

+ describing people's reactions to the events developed in the main body

+ creating mystery or suspense

+ asking a rhetorical question

* Past tenses and time words:

- Past habits are not described using Past Continuous In stead, use Past Simple,

"used to" or "would", with an appropriate adverb of frequency

Eg: When I was child, my father often told me/ sometimes used to tell/ wouldalways tell me stories to get me to fall asleep

( Adverbs of frequency: always, usually, frequently/often, sometimes/occasionally, seldom/rarely, never)

Eg: By the time I arrived, my friends had already left

Time words/phrases: after, as soon as, before, by the time, no sooner, not until, once,(only) when.

Never(before/again), No sooner, No longer; Nowhere

Not often, Not always; Not only( but also)

Seldom/Rarely = "not often"

Hardly ever/anywhere =" almost never/nowhere"

Not until Not before

Only when = "not until/before", Only if = "not unless"

Eg: No sooner had I stepped under the shower than the doorbell rang

Not only was I exhausted, but also extremely hungry

"Not until/before" and "Only when/if" are followed by inversion in the second part

of the sentence.

Eg: Not until it grew dark did they stop searching for the missing dog.

Topic: Tell about the memories of your childhood?

The memories of childhood have their own kind of nostalgia With thepassage of time, one feels more attached to this childhood, the best period of aman’s life A child has no worries, anxieties and no work He is free from thedirty and filthy noises of the world His motto of life remains: eat, drink and bemerry The charm of childhood cannot be forgotten These memories haveeverlasting impression on one’s life

When I recollect the days of my childhood, I feel very delighted over thepleasant period which I spent in my spirits In my childhood I was carefree,having no worries at all I used to wander like a deer in the open field andenjoyed the natural beauty in the gardens along with my other companions

Certain incidents are still fresh in my mind For instance, at the age offive, I got a severe attack of typhoid In those days, medical science was not soadvanced, so in the absence of a proper diagnosis, I was reduced to a skeleton.After taking medicine for a long period, I was cured The doctor advised me to

go to some hill-station So my father took me to Da Lat Due to this attack in myearly age, I became very weak and I still had not been able to recover my health

Another thing I still remember is my swimming accident It was on aSunday that I went with my friends for a picnic at Vung Tau beach Some of uswere expert swimmers but unfortunately I did not know much about swimming

My friends plunged into the sea in order to swim and persuaded me to do thesame Soon I was caught by the swift current in the water and was carried away

My scream of panic was heard by my friends who rescued me from drowning Iwas really very grateful to them for saving my life

It is this period of childhood which has been described by poets andwriters To recollect the past is to plunge ourselves in a state of nostalgia.Wordsworth, the immortal poet of England, and a great worshipper of nature,describes in his poems his childhood period, which, to him, was full of pleasantmemories I too miss those good old days which had flown by so quickly

V Discursive Essays:

There are three main types of discursive essays

1 For and against essays:

Present both sides of an issue, discussing points in favour of a particular topic aswell as those against or the advantages and disadvantages of a particular

question Each point should be supported by justifications, examples, and/or

reasons The writer's own opinion should be presented only in the final paragraph.

* Useful expressions and linking words/phrases:

- To list points:

Firstly, First of all, In the first place, To begin/start with

Secondly, Thirdly, , Finally