Sáng kiến kinh nghiệm SKKN về cách viết một số dạng bài luận tiếng anh

SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI: "CÁCH VIẾT MỘT SỐ DẠNG BÀI LUẬN TIẾNG ANH" PHẦN MỞ ĐẦU I LÝ DO CHỌN ĐỀ TÀI: Cơ sở lý luận: Ngay từ bắt đầu học tiếng Anh, em học sinh tiếp xúc với bốn kỹ ngôn ngữ, là: nghe, nói, đọc, viết Đây kỹ quan trọng người thầy việc truyền thụ kiến thức cho học sinh Trong viết kỹ khó cho người học, đòi hỏi người dạy phải nắm phương pháp giảng dạy hiệu thực tốt nguyên lý “Học đôi với hành” Xuất phát từ quan điểm "lấy người học làm trung tâm’’, phương pháp dạy học có thay đổi Người dạy người nắm giữ kiến thức truyền đạt kiến thức mà người hướng dẫn, người hỗ trợ, người cố vấn, người kiểm tra Người học không người thụ động tiếp thu kiến thức mà trung tâm trình dạy học, chủ động sáng tạo trình học tập nhằm đạt kết cao học tập biết vận dụng vào thực tế sống Dạy ngoại ngữ nói chung, dạy tiếng Anh nói riêng việc đổi phương pháp dạy học quan trọng.Ngoài việc nắm vững kiến thức ngôn ngữ ,thực tốt kĩ nghe, nói, đọc kỹ viết đóng vai trò quan trọng không Dạy viết nội dung thực sự kết hợp tinh tế việc giảng kỹ ngôn ngữ khác Từ luận điểm việc áp dụng phương pháp dạy viết để giúp học sinh thực viết Tiếng Anh tốt, nghĩa đảm bảo xác yêu cầu viết, ngữ pháp, tính sáng tạo viết quan trọng Cơ sở thực tiễn: Trong trình dạy học nhận thấy: Kĩ viết kĩ khó kĩ Nó đòi hỏi học sinh phải có vốn từ vựng, hiểu cấu trúc ngữ pháp, ý tưởng để lập dàn ý viết Đặc biệt em phải nắm kiểu luận cần viết Kĩ viết giúp cho học sinh tái lại học, giúp em thực hành sử dụng ngôn ngữ cách hiệu đồng thời luyện chữ viết cho em Kĩ viết phát huy khả sáng tạo học sinh, phản ánh kết trình nghe, nói, đọc, ngữ pháp, từ vựng học sinh, thể mặt mạnh, mặt yếu, đồng thời giúp cho giáo viên dễ dàng nhận thấy lỗi sai học sinh nói Hoạt động viết khâu quan trọng trình dạy học Tiếng Anh Đặc biệt đối tượng học sinh giỏi, cấp thi em thường xuyên gặp phải viết luận Nhiều em lúng túng, lẫn lộn phải viết kiểu gì, trình bày luận sao, dùng cấu trúc câu cho hợp lí Vì mạnh dạn chọn đề tài " Cách viết số dạng luận Tiếng Anh" để giúp em nắm cách viết số kiểu luận Từ nâng cao hiệu qủa giảng dạy môn, đặc biết chất lượng học sinh giỏi môn Tiếng Anh lớp II MỤC ĐÍCH CỦA ĐỀ TÀI: Từ thực tế trên, không ngừng nghiên cứu, học tập, thực nghiệm phương pháp, thủ thuật dạy viết để tìm cách dạy viết có hiệu qủa như: - Giúp học sinh nắm cách viết số dạng luận - Giúp học sinh biết cách sử dụng cấu trúc phần luận - Rèn luyện cho học sinh có tính tư độc lập - Giúp học sinh lòng yêu thích môn học, khắc phục tâm lí sợ luận tham gia kỳ thi học sinh giỏi cấp - Giúp giáo viên hiểu sâu cách viết số dạng luận III ĐỐI TƯỢNG NGHIÊN CỨU: - Về qui mô: Tìm hiểu vận dụng phương pháp dạy viết luận - Về không gian: Học sinh giỏi môn Tiếng Anh lớp 9- THCS, dạng viết luận chương trình Tiếng Anh THCS - Về thời gian: Khảo sát từ tháng năm 2010 đến IV PHƯƠNG PHÁP NGHIÊN CỨU: - Dựa đặc trưng môn Tiếng Anh, theo phương pháp đổi dạy học cấp THCS - Dự đồng nghiệp để tìm hiểu thực trạng kĩ viết trường THCS - Áp dụng hình thức viết khác viết có hướng dẫn hay tập viết sáng tạo - Tham khảo kĩ dạy viết qua sách, báo, thông tin liên quan mạng Internet - Tiếp thu ý kiến đồng nghiệp để rút kinh nghiệm, chắt lọc phương 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 thông tin Internet, tài liệu có liên quan, xác định thể loại dạng viết để xây dựng tiết dạy bồi dưỡng cho phù hợp Thực nghiệm học sinh tham gia đội tuyển khối lớp trường THCS Đại Tự 2- Thời gian nghiên cứu: Trong năm học 2010-2011, 2011-2012 2012-2013 PHẦN NỘI DUNG I Describing people: Introduction: Who the person is/ When and how you first met or saw him/her Main body: + 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 and piercing blue eyes He is usually dressed in jeans and a T-shirt + Personality/ behavior(with justification/examples): give examples of manner and mannerism Eg: Mark is rather unsociable, usually sitting silently in a corner abserving others from a distance + 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 has little free time to go out in the evenings 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 no longer alive or somebody you met some time ago, you will describe the person using 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 boring and repetitive To avoid 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) Because/as/since As a result/consequence of She is popular.(effect) owing to/due to(+-ing/noun/the fact that) 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 school exchange 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 dark hair Like many French people, he has a great sense of style, so he always looks welldressed 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 he wants, 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 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 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 and atmosphere Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark corridors, disturbing the tranquil silence Main body: general features and particular details + Place: surroundings, sights, facilities, free-time activities + Building: surroundings, detailed description of exterior/ interior Conclusion: Comments/ feelings or a recommendation * Notice: - Each aspect of the description should be presented in a separate paragraph beginning with a clear topic sentence - Present tenses are normal used when describing a place for a tourist brochure or a magazine 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 ideal city/house,etc - When we give factual information about a place or building this is normally given using Present tenses Eg: I flew to Madrid last Monday Madrid is situated in the central point of the Iberian 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 in Singapore It consists of several Roman style buildings Our school has all the facilities of a modern school, such as well furnished and airy class rooms, best laboratories, a big library with a huge 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 the main entrance The playground is on the left of the motorway and a big garden on the right When you enter the building, the principal’s room is on the left They are all well furnished There are twenty classrooms Our laboratories are well equipped The school library has an up-to-date collection of books on many 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 white shirts 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 be assigned as the class prefect Our principal is a strict disciplinarian He accepts the help and advice of all teachers Though our principal is strict, he is fair and loving He tries to find out the reason and guides us If one violates any rules, he will be punished Our principal 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 of need I like my school very much and am proud to be a student of that school III Describing festivals/ events/ ceremonies: Introduction: Set the scene ( name,time/date, place of event, reason(s) for celebrating) Main body: Preparations( decorations, rehearse,etc.) Description of actual event (costumes, food, atmosphere, activities,etc.) Conclusion: feelings, comments, thoughts * Notice: When you describe annual events( a celebration/festival which takes place every year), present tenses are used and the style is formal However, when giving a personal account of an event which you witnessed or took part in, past tenses are used and the style may be less formal The passive is frequently used to describe preparations/ 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 amazing event For three days in September every year, thousands gather in Milwaukee, USA, to celebrate Indian culture Last year, I was lucky enough to attend the festival and experience it for myself The preparations take months Dance teams from all over the country practise 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 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 I visited a traditional Indian village, watched skilled craftsmen carve totem poles, and even learned how to 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 wonderful way to learn about Native American culture and celebrate the end of summer IV Narratives: Introduction: Set the scene ( Who/what/when/where) 10 Sets the scene(place, time, character(s), etc.), creates an intersting mood/ atmosphere to make the reader want to continue reading, and/or begins dramatically to capture the reader's attention 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) 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 the story will happen, the events in the order you will present them, and how the story will end - Narratives are normally set in the past, and therefore use a variety of past tenses.For example, 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 the morning, 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 11 + 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) - Past continuous: Eg: I was watching TV while he was trying to phone/when there was a knock on the door/ at o'clock yesterday Time words/phrases: (at the same time) as , meanwhile, when, while - Past perfect: 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 by inversion 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 12 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 of time, one feels more attached to this childhood, the best period of a man’s life A child has no worries, anxieties and no work He is free from the dirty and filthy noises of the world His motto of life remains: eat, drink and be merry The charm of childhood cannot be forgotten These memories have everlasting impression on one’s life When I recollect the days of my childhood, I feel very delighted over the pleasant 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 and enjoyed the natural beauty in the gardens along with my other companions Certain incidents are still fresh in my mind For instance, at the age of five, I got a severe attack of typhoid In those days, medical science was not so advanced, 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 my early 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 a Sunday that I went with my friends for a picnic at Vung Tau beach Some of us were 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 the same 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 I was really very grateful to them for saving my life It is this period of childhood which has been described by poets and writers 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 pleasant memories I too miss those good old days which had flown by so quickly V Discursive Essays: There are three main types of discursive essays 13 For and against essays: Present both sides of an issue, discussing points in favour of a particular topic as well 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 - To list advantages: One/Another/A further/ An additional(major) advantage of is The main/greatest/first advantage of is - To list disadvantages: One/Another/A further/ An additional(major) disadvantage/drawback of The main/greatest/most serious/first disadvantage/drawback of Another nagative aspect of - To introduce points/arguments for or against: One (very convincing) point/argument in favour of / against A further common criticism of / It could be argued that , It is often claimed/suggested widely argued/maintained that generally felt/believed/held claim/suggeste/argue/feel that Some/many/ maintain/believe/point/agree/hold that most people/experts/ advocate ( +ing/noun)/support the view that scientists/sceptics/ oppose the view that critics 14 in favour of/against all 0f the opinion that/convinced that opposed to - To add more points to the same topic: In addition (to this), furthermore, moreover, besides, apart from, what is more, as well as, not to mention ( the fact) that, also, not only but also/as well, both and There i s another side to the issue/question/argument of - To make constrasting points: on the other hand, it may be said/argued/claimed that, however, still, yet, but, Others/ Oppose this viewpoint many peole ( strongly) disagree , Claim/feel/believe this argument is incorrect/misguided Although, though, even though, while, whilst, whereas, despite/in spite of (the fact that), regardless of the fact that Opponents of argue/believe/claim that The fact that contradicts the belief/idea that While it is true to say that , in fact While/Although , it cannot be denied that - To intruduce examples: For example, for instance, such as, like, in particular, particularly, especially, This is (clearly) illustrated/shown by the fact that One/A clear/striking/typical example of (this) The fact that shows/illustrates that - To emphasis a point: Clearly, obviously, it is obvious, naturally, of course, needless to say, indeed 15 - To express reality: In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect - To make general statements: As a (general) rule, generally, in general, on the whole, by and large, in most cases - To make partially correct statements: To a certain extent/ degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (ths), in some cases, up to a point - To explain/clarify a point: In other words, that is to say, this/which means that - Conclusion expressing balanced considerations/opinion indirectly In conclusion, it can/must be said/claimed that On balance, it seems/appears that All things considered, it would seem that Taking everything into it is likely/unlikely/possible/foreseeable that account/consideration, it is clear/obvious that To conclude, there is no/little doubt that To sum up, the best course of action would be to All in all, achieving a balance between would be Finally/Lastly, it is true to say that although it must be said that it may be concluded/said that All things considered, the obvious conclusion to be drawn is that / There is no absolute answer to the question of , In the light of this evidence, it is clear/obvious/etc that In conclusion, All in all, To sum up, It is Clear/apparent plain/obvious from evident Evidence above Points foregoing arguments 16 - Conclusion expressing opinion directly: In conclusion, On balance, All things considered, It is my belief.opinion that Taking everything into I (firmly) believe/feel/think that account/consideration, I am convinced that To conclude, I am inclined to believe that To sum up, I (do not) agree that/with All in all, Finally/Lastly, Taking everything into account, I therefore conclude/feel/believe (that) For the above - mentioned reasons, therefore, I (firmly) believe that Topic: Should teachers give pupils too much homework? Discuss Many people now think that teachers give pupils too much homework They say that it is unnecessary for children to work at home in their free time Moreover, they argue that most teachers not properly plan the homework tasks they give to pupils The result is that pupils have to repeat tasks which they have already done at school Recently many parents complained about the difficult homework which teachers gave to their children The parents said that most of the homework was a waste of time, and they wanted to stop it Spain and Turkey are two countries which stopped homework recently In Denmark, West Germany and several other countries in Europe, teachers cannot set homework at weekends In Holland, teachers allow pupils to stay at school to their homework The children are free to help one another Similar arrangements also exist in some British schools Most people agree that homework is unfair A pupil who can his homework in a quiet and comfortable room is in a much better position than a pupil who does his homework in a small, noisy room with the television on Some parents help their children with their homework Other parents take no interest at all in their children’s homework 17 It is important, however, that teachers talk to parents about homework A teacher suggests suitable tasks for parents to with their children Parents are often better at teaching their own children Opinion essays: Present the writer's personal opinion concerning the topic, clearly stated and supported by reasons and/or examples The opposing viewpoint and reason should be included in a separate paragraph before the closing one, together with an argument that shows it is an unconvincing viewpoint The writer's opinion should be included in the introduction, and summarised/ restated in the conclusion - Useful Expressions for giving Opinions: To my mind/To my way of thinking, It is my (firm) belief/opinion/view/conviction (that) In my opinion/view My opinion is that, I (firmly) believe I (definitely) feel/think that I am (not) convinced that I am inclined to believe that I (do not) agree that/with It seems/appears to me It strikes me that As far as I am concerned, Topic: Some students prefer to study alone Others prefer to study with a group of students Which you prefer? Use specific reasons and examples to support your answer Maybe someone will choose to study with a group of students, and they can give you sound reasons for their choice I prefer to study alone because I am sure that study alone will profer you with silence, freedom and enough choice, which is indespensible for a student, but regretly, group study cannot offer First, when you study alone, you will not be abstracted by the sound made by other students from your study It is fretful that when you want to study hard but others drone beside your ears like bees And always you will be angry enough to begin to quarrel with them That will certainly lead to an unfruitful study Second, many people have their own study styles Some want to have something to eat when he is studying, some want to lie down with a book in his hand, while still some want to study without anything doing And when you study alone, you can take your favorite way and needn't regard what others feel 18 Third, studying alone profer you with enough choice as you want to You can have your media playing, you can open the window, also, you can sing your song when you are in a high spirit That is great I always sing a good song when I solve a difficult problem and to think that nobody will criticise you for making noise is a lovely experience So, may there some problems for studying alone, I'll prefer to study alone Essay suggesting solutions to problems: In which the problems associated with a particular issue or situation are analysed and possible solutions are put forward, together with any expected results/ consequences The writer's opinion may be mentioned, directly or indirectly, in the introduction and/or conclusion * Notice: - Present each point in a separate paragraph - Well-known quotations or though-provoking statements are useful devices to make your composition more interesting - Before writing, you should always make a list of the points you will present - Do not use informal style or very strong language( eg: I know, I am sure ) - Useful language for Essay suggesting Solution to problems: + To express cause: since/because, in view of/because of/owing to/due to (the fact that) The season that /why /for is that + To express effect: thus/therefore/so/consequetly/ as a result/consequence, the result of would be , would result in + To express purpose: so that , so as/in order (not) to , with the purpose of/intention of (+ing) + To express possibility/probability: It can/could/may/might , It is possible/probable/(unlike)ly/forseeable/certain that , is (unlikely) to/bound to/certain to/possible/probable The likelihood/possibility/probability of (-ing/noun) is - Useful Expressions: Problems & Solution: Steps Should So as to Solve/overcome/combat Measures Must/ could be taken In order Deal with/eradicate 19 to Serious attempts to halt/prevent/solve must be made One (possible) Another way to An alternative solve/overcome this problem combat/deal with the (of) Would be/ problem is eradicate People Governments should their/ focus to solve/overcome the problem of We our attention to improve the situation of on ways to reduce the impact of on society If steps/measures were taken to The effect/result/ If happened/were to happen Consequence If attempts were made to address the would be problem By (+ing) , we/governments/etc, can ensure that/ prevent The situation could be improved if / It would be good idea if The effect/consequence outcome/result Of (+noun/ing) would might be Topic: The difficulties in learning English and how to overcome them Beginners of foreign language always meet difficulties from the outset For me, I had to overcome these problems when I started learning English English pronunciation is my first obstacle The pronunciation in English puzzles me a lot because the same letter has different sounds For example the letter “a” in “bath” is not pronounced in the same way of that in “bathe” The “ou” in “South” is also 20 different from “ou” in “Southern” Generally verbs and nouns are pronounced differently although they are written the same Record is a good example to illustrate it In order to solve this puzzling question I carefully study The A.P.A (The International Phonetic Alphabets) which helps me pronounce English words correctly In order to have an accent just like the native speakers, I often listen to tapes and repeat after them, trying to imitate them Moreover, my everyday conversation with the foreigners I meet in the street will enable me to acquire a proper accent Compared with French, English grammar is much easier However, this does not mean that learners meet no difficulties in learning it It took me a long time to learn how to master the tenses in English grammar, to endeavor to as many grammar exercises as possible and read various grammar books In writing English, English language has its own style In order to drill writing skills, I have tried to read famous novels of distinguished America and English writers I enjoy the humorous style of writing in Mark Twain’s masterpieces, the elaborate and polished style of George Eliot and the sentimental and lyrical style of John Keats After long and hard years of English study, how pleased I feel when I am able to read English and American authors without any obstacles and difficulties at all The essay plans for the three types of discursive essays: For and against Opinion Solutions Problems Introduction Introduction Introduction to State topic(without Sate the topic and State the problem and stating your opinion) your opinion its causes/ effects Main Body Main Body Main Body Arguments for & Viewpoints & Suggestions & results justifications, reasons/ examples examples or reasons Conclusion Balanced consideration Conclusion Summarise/ or your opinion Conclusion restate Summarise opinion your 21 opinion * Formal style: - Dicursive 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 Discursive Essays: - When writing a discursive 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 ) * How to categorise: Questions Types 22 - Discuss (this opinion) Do you agree or disagree with this opinion? - Discuss both of the views Which you agree FOR with? AGAINST AND - Present arguments for and against the above opinion Which one you agree with? - To what extent you agree or disagree? - What you think ( of this statement)? - What is you opinion about ? - Is it a good idea to ? OPINION - Which of the views you agree with? - Discuss the extent to which you agree or disagree with the given statement - What you think are some of the problems facing a mordern city? - What in your opinion can be done to help the poor improve their situation/ SOLUTIONS - Discuss the reasons why people move to live in PROBLEMS cities TO - Discuss the advantages and disadvantages of using computer for communication VI Kết ứng dụng học kinh nghiệm: a- Kết - Các em không bị nhầm lẫn kiểu viết - Học sinh biết cách sử dụng cấu trúc hay - Học sinh tự tin gặp phải đề thi có luận - Nhiều em đạt giải thi học sinh giỏi cấp huyện cấp tỉnh 23 b- Bài học kinh nghiệm - Giáo viên nên chuẩn bị dạy cách kĩ lưỡng, công phu, áp dụng dạng tập viết cách linh hoạt hiệu quả, gợi mở, hướng dẫn chi tiết, đưa nhiều tình viết để học sinh nắm bắt lựa chọn cho viết, phù hợp với đối tượng học sinh - Sửa chữa lỗi sai kịp thời từ vựng, cấu trúc câu, ngữ nghĩa giúp học sinh hiểu ghi nhớ - Biểu dương viết hay nhằm khơi dậy khả sáng tạo, tư viết - Giáo viên cần tăng cường kiểm tra giao đề cho em viết nhà PHẦN KẾT LUẬN VÀ KIẾN NGHỊ I KẾT LUẬN: Trên số kinh nghiệm cách viết số dạng luận Tiếng Anh cho học sinh giỏi THCS mà tìm hiểu, nghiên cứu ứng dụng vào năm bồi dưỡng học sinh giỏi Tôi nhận thấy học sinh khoá tiếp thu dễ dàng hơn, kết qủa học tập học sinh khả quan hơn, phát huy tính tích cực, chủ động, sáng tạo học sinh, thực theo quan điểm đổi phương pháp dạy học môn Tiếng Anh THCS Bộ Giáo dục Đào tạo Tuy nhiên số kinh nhiệm nhỏ trình dạy kĩ viết mong lãnh đạo cấp đồng nghiệp đóng góp chân thành để hoàn thiện tốt việc dạy kĩ viết nhằm bồi dưỡng cho học sinh giỏi đạt kết cao II KIẾN NGHỊ: 1- Về học sinh: - Cần chuẩn bị chu đáo trước đến lớp, học phải thật ý lắng nghe giảng, tích cực phát biểu đưa ý tưởng, tình hay để áp dụng vào viết - Tránh rụt rè, nhút nhát phải tự tin vào - Khai thác triệt để thông tin từ Internet, từ có thông tin hay để viết luận 2- Về giáo viên: - Chuẩn bị dạy cách công phu, tỉ mỉ, lời hướng dẫn rõ ràng, hệ thống câu hỏi đơn giản, dạng tập phù hợp với đối tượng học sinh 24 - Cần kiểm tra đánh giá kết viết học sinh cách khoa học, xác - Tạo không khí cởi mở, chân thành học giúp học sinh say mê, yêu thích môn học - Giới thiệu sách hay cho học sinh tham khảo 3- Về nhà trường: - Đầu tư thêm đầu sách tham khảo cho môn viết - Tạo sân chơi bổ ích cho việc học Tiếng Anh 4- Về phòng giáo dục: - Thường xuyên có lớp bồi dưỡng dạy kĩ dạy viết cho giáo viên, đặc biệt bồi dưỡng cho giáo viên dạy đội tuyển lớp - Hàng năm Phòng nên cho phần viết luận vào đề thi tất khối 25 [...]... dụng và bài học kinh nghiệm: a- Kết quả - Các em không bị nhầm lẫn về kiểu bài viết - Học sinh biết cách sử dụng những cấu trúc hay - Học sinh tự tin hơn khi gặp phải các đề thi có bài luận - Nhiều em đạt giải trong các cuộc thi học sinh giỏi cấp huyện cũng như cấp tỉnh 23 b- Bài học kinh nghiệm - Giáo viên nên chuẩn bị bài dạy một cách kĩ lưỡng, công phu, áp dụng các dạng bài tập viết một cách linh... số kinh nghiệm về cách viết một số dạng bài luận Tiếng Anh cho học sinh giỏi THCS mà tôi đã tìm hiểu, nghiên cứu và ứng dụng vào từng năm bồi dưỡng học sinh giỏi Tôi nhận thấy học sinh từng khoá tiếp thu bài dễ dàng hơn, kết qủa học tập của học sinh khả quan hơn, phát huy được tính tích cực, chủ động, sáng tạo của học sinh, thực hiện đúng theo quan điểm đổi mới phương pháp dạy và học môn Tiếng Anh. .. áp dụng vào bài viết - Tránh rụt rè, nhút nhát phải tự tin vào chính mình - Khai thác triệt để thông tin từ Internet, từ đó có các thông tin hay để viết bài luận 2- Về giáo viên: - Chuẩn bị bài dạy một cách công phu, tỉ mỉ, lời hướng dẫn rõ ràng, hệ thống câu hỏi đơn giản, các dạng bài tập phù hợp với mọi đối tượng học sinh 24 - Cần kiểm tra và đánh giá kết quả bài viết của học sinh một cách khoa học,... huống viết để học sinh nắm bắt và lựa chọn cho bài viết, phù hợp với mọi đối tượng học sinh - Sửa chữa những lỗi sai kịp thời như từ vựng, cấu trúc câu, ngữ nghĩa giúp học sinh hiểu và ghi nhớ - Biểu dương những bài viết hay nhằm khơi dậy khả năng sáng tạo, tư duy trong khi viết - Giáo viên cần tăng cường kiểm tra khi giao đề cho các em viết ở nhà PHẦN KẾT LUẬN VÀ KIẾN NGHỊ I KẾT LUẬN: Trên đây là một số. .. Đào tạo Tuy nhiên trên đây chỉ là một số kinh nhiệm nhỏ trong quá trình dạy kĩ năng viết rất mong lãnh đạo các cấp và đồng nghiệp đóng góp chân thành để tôi hoàn thiện tốt hơn trong việc dạy kĩ năng viết nhằm bồi dưỡng cho học sinh giỏi đạt kết quả cao hơn II KIẾN NGHỊ: 1- Về học sinh: - Cần chuẩn bị bài chu đáo trước khi đến lớp, trong khi học phải thật chú ý lắng nghe bài giảng, tích cực phát biểu đưa... thiệu những quyển sách hay cho học sinh tham khảo 3- Về nhà trường: - Đầu tư thêm các đầu sách tham khảo cho môn viết - Tạo sân chơi bổ ích cho việc học Tiếng Anh 4- Về phòng giáo dục: - Thường xuyên có các lớp bồi dưỡng dạy kĩ năng dạy viết cho giáo viên, đặc biệt là bồi dưỡng cho giáo viên dạy đội tuyển lớp 9 - Hàng năm Phòng nên cho phần viết luận vào đề thi của tất cả các khối 25