SKKN Cách viết một số dạng bài luận tiếng Anh lớp 9

Dạy ngoại ngữ nói chung, dạy tiếng Anh nói riêng việc đổi mới phương pháp dạyhọc là rất quan trọng.Ngoài việc nắm vững kiến thức ngôn ngữ ,thực hiện tốt kĩ năng nghe, nói, đọc thì kỹ năn

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ĐỀ TÀI:

"

CÁCH VIẾT MỘT SỐ DẠNG BÀI LUẬN TIẾNG ANH LỚP 9"

và thực hiện tốt nguyên lý “Học đi đôi với hành”.

Xuất phát từ quan điểm "lấy người học làm trung tâm’’, phương pháp dạy và học đã cónhững thay đổi căn bản Người dạy không phải là người duy nhất nắm giữ kiến thức vàtruyền đạt kiến thức mà chỉ là người hướng dẫn, người hỗ trợ, người cố vấn, người kiểmtra Người học không còn là người thụ động tiếp thu kiến thức mà là trung tâm của quátrình dạy học, chủ động sáng tạo trong quá trình học tập nhằm đạt được kết quả cao tronghọc tập và biết vận dụng vào thực tế cuộc sống

Dạy ngoại ngữ nói chung, dạy tiếng Anh nói riêng việc đổi mới phương pháp dạyhọc 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 sự kết hợp tinh tế của việc giảng các kỹnăng ngôn ngữ khác

Từ những luận điểm trên việc áp dụng các phương pháp dạy viết như thế nào đểgiúp học sinh thực hiện một bài viết Tiếng Anh tốt, nghĩa là đảm bảo chính xác về yêucầu bài viết, ngữ pháp, tính sáng tạo trong bài viết là rất quan trọng.

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 trúcngữ pháp, các ý tưởng để lập dàn ý khi viết bài Đặc biệt các em phải nắm được từng kiểubài luận cần viết như thế nào Kĩ năng viết giúp cho học sinh tái hiện lại những gì đãđược học, giúp các em thực hành sử dụng ngôn ngữ một cách hiệu quả và đồng thời cũngluyện chữ viết cho các em Kĩ năng viết phát huy khả năng sáng tạo của học sinh, nóphản ánh kết quả của quá trình nghe, nói, đọc, ngữ pháp, từ vựng của học sinh, thể hiệnđược mặt mạnh, mặt yếu, đồng thời nó cũng giúp cho giáo viên dễ dàng nhận thấy lỗi saicủa học sinh hơn là khi nói Hoạt động viết là một khâu rất quan trọng trong quá trình dạy

và học Tiếng Anh Đặc biệt đối với đối tượng là học sinh giỏi, ở mỗi cấp thi các emthường xuyên gặp phải những bài viết luận Nhiều khi các em lúng túng, lẫn lộn khôngbiết 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 qủagiảng dạy bộ môn, đặc biết chất lượng học 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 những phươngpháp, 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 khi tham gia các kỳthi 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 dạng viết luận trongchương 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 dạy học cấpTHCS

- 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 bài tập viếtsáng tạo

- Tham khảo kĩ năng dạy viết qua sách, báo, những thông tin liên quan trên mạngInternet

- Tiếp thu các ý kiến của đồng nghiệp để rút kinh nghiệm, chắt lọc các phươngpháp 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 tài liệu có liênquan, xác định thể loại và dạng bài viết để xây dựng tiết dạy bồi dưỡng cho phù hợp.Thực nghiệm các học sinh tham gia đội tuyển khối lớp 9 trong trường THCS Đại Tự

2- Thời gian nghiên cứu:

+ 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 black hair andpiercing blue eyes He is usually dressed in jeans and a T-shirt

+ Personality/ behavior(with justification/examples): give examples of manner andmannerism

Eg: Mark is rather unsociable, usually sitting silently in a corner abserving others from adistance

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

Eg: Being both a university student and a part-time assistant in a supermarket, Tom haslittle 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 isunusual "

If you are asked to describe somebody related to the past Somebody who is no longeralive or somebody you met some time ago, you will describe the person using Past simpletenses

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

the same simple linking words(such as"and") soon becomes boring and repetitive Toavoid this, you should use a wide range of linking words and structures

- 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 a schoolexchange trip to Calais, France I asked him the way to the library and we started talking.We've been friends ever since

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

Jacques is very outgoing He is always friendly and loves to have fun He's got afantastic sense of humour and he always makes me laugh However, he can be a bitimmature at times For example, when he doesn't get what he wants, he acts childishlyand stamps his feet.

Jacques is very keen on water sports He likes sailing and he spends a lot of time onhis boat He enjoys scuba diving, too, and loves exploring life under sea

All in all, I'm glad to have Hacques as my friend It's a pleasure to be with him 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 suggest mood andatmosphere

Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark corridors,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

3 Conclusion:

Comments/ feelings or a recommendation

* Notice:

- Each aspect of the description should be presented in a separate paragraph beginningwith a clear topic sentence.

- Present tenses are normal used when describing a place for a tourist brochure or amagazine article

- 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 your idealcity/house,etc

- When we give factual information about a place or building this is normally given usingPresent tenses

Eg: I flew to Madrid last Monday Madrid is situated in the central point of the Iberianpeninsula 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 in Singapore Itconsists of several Roman style buildings Our school has all the facilities of a modernschool, such as well furnished and airy class rooms, best laboratories, a big library with ahuge collection of books, a vast play ground and even a swimming pool

Our school building is situated in the middle There is motorway leading from themain entrance The playground is on the left of the motorway and a big garden on theright When you enter the building, the principal’s room is on the left They are all wellfurnished There are twenty classrooms Our laboratories are well equipped The schoollibrary has an up-to-date collection of books on many subjects Our librarian and her two

Our school, like other schools, has prescribed a uniform for us We have to wearwhite trousers, a white shirt and a black tie The girls have to wear white shirts and skirts

Our principal is very strict as he pays strict attention to behavior, punctuality andcleanliness The most well-behaved and punctual student will be assigned as the classprefect.

Our principal is a strict disciplinarian He accepts the help and advice of allteachers Though our principal is strict, he is fair and loving He tries to find out thereason and guides us If one violates any rules, he will be punished Our principal is verystrict in this aspect

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

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

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

Topic: Indian Festival

The Milwaukee Native American Indian Festival is truly and amazing event Forthree days in September every year, thousands gather in Milwaukee, USA, to celebrateIndian culture Last year, I was lucky enough to attend the festival and experience it formyself

The preparations take months Dance teams from all over the country practise tocompete in the tribal Pow Wow dance contest Indian craftsmen work to produce themany traditional items on display Then, in the week before the festival, the stalls are put

up and the food is prepared, so that everything will be ready for the big day

The celebrations began at 4pm and there was plenty to see and do I visited atraditional Indian village, watched skilled craftsmen carve totem poles, and even learnedhow to do tribal Indian dancing It was also a great opportunity to sample sometraditional native dishes, like corn bread and buffalo burgers

The festival was fun, entertaining and educational It was a wonderful way to learnabout 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 tomake the reader want to continue reading, and/or begins dramatically to capture thereader'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 should decide on

a detail plot, including how the story will begin, who the characters will be, where thestory will happen, the events in the order you will present them, and how the story willend

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

- The sequence of events is important: before, after, then, in the evening, later, in the 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/ would always 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.

- Inversion:

+ Some words, especially adverbs of frequency and time words/phrasals, are followed byinversion when they are used at the beginning of a sentence

Eg: Never Tom had imagined that he would find himself in such a situation

+ The words/ phrasals followed by inversion are negative in meaning:

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 the passage oftime, one feels more attached to this childhood, the best period of a man’s life A childhas no worries, anxieties and no work He is free from the dirty and filthy noises of the