Techniques in teaching writing a paragragh

SỞ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG THPT NGA SƠN SÁNG KIẾN KINH NGHIỆM TECHNIQUES IN TEACHING WRITING A PARAGRAGH Người thực : Nguyễn Thị Lan Chức vụ : Giáo viên SKKN môn : Tiếng Anh THANH HÓA NĂM 2016 TABLE OF CONTENTS PART I INTRODUCTION……………………………………………… .2 PART II CONTENTS…………………………………………………… .2 Rationale……………………………………………………………… 2 Practical basis…………………………………………………………… 3 Techniques in teaching writing a paragragh…………………………… 3.1 Literature review………………………………………………………4 3.2 Pratical application……………………………………………………6 3.3 The steps of writing a paragragh in English textbook………….……8 3.3.1.The steps of writing a paragragh ………………………………… 3.3.2.The sample planning lesson……………………………………… 13 PART III CONCLUSION ……………………………………………….19 PART IV REFERENCES……………………………………………… 20 PART I INTRODUCTION ( Reasons for choosing the research) Needless to say, English has played a remarkable role in almost every aspect of life In schools, it is regarded as one of the most important subjects at all level of education Working as a teacher of English, I am particularly interested in teaching writing skill Therefore, I am concerned with approaches and methods which can help to enhance the learners’ writing proficiency as well as facilitate their learning English as a second language This is the first reason I choose the research “ Techniques in teaching writing a paragragh” Besides that, I have also chosen to study this study because of the following reasons: - There is a change in the requirement of the GCSE test, in which writing a paragraph is a compulsory part, but students usually bypass or get bad mark - Writing a paragraph has always been a must in such other important exams as exams for gifted students - Writing a paragraph well enough is considered as a precondition of an essay writing as well as other styles of writing English - Writing as a way to broaden knowledge of various fields, improve vocabulary of a particular field and most importantly, the way to use English language Hopefully, the research would be shared with any colleagues who had the same problem or anyone who is interested in this theme The author carried out this study with an attempt to make a small contribution to the already enriched teaching methods in the hope of helping language learners improve their writing a paragragh as well as other writing skills and reach the goal of learning English in general PART II CONTENTS Rationale Writing is the most difficult and important skill when learning as well as teaching According to Raim(1983,p3): writing helps our students learn cos: First, writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students Second, when our students write, they also have a chance to be adventurous with the language, to go beyond that they have just learned to say, to take risks Thirdly, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand and brain is a unique way to reinforce learning Writing is a productive skill, so it is writing that provides students with a chance to put all those language itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they still need to learn to become a better and more effective writer Writing can be frustrating and disliked When we speak, we not really think about the grammatical correctness or the mechanics of what we are saying Everything flows as speech happens rather quickly; we not repeat our speech to check for mistakes or the appropriateness of what we are saying Writing, on the other hand, does not flow smoothly We write a few lines, re-read them, edit what we have written if necessary, and then carry on the process – we are constantly checking for correctness Moreover, the writing style of each genre is not the same Narrative differs from account writing, writing letters isn’t similar to discription etc…And to become a good writer , a student has to get a range of the following requirements: + Getting right grammar + Having a range of vocabulary + Punctuating meaningfully + Spelling accurately + Using a range of structure + Lingking ideas and information to develop a topic clearly + Developing and organizing the content In fact, writing is a skill that takes such a lot of time and patience Therefore, not many students are willing to start doing it, leading to certain difficulties for the teachers of writing I have decided to devote my time and effort to writing about this matter with a view to sharing some of my modest experience with colleagues, hoping that writing a paragraph is no longer a boring and challenging task and is better welcomed by students Practical basis 2.1 Toward the teachers: There are too many students in class, so the teachers manage difficultly who work or not and the uneven learning capacity of students The teacher can not correct all mistakes and help each student Writing process is usually longer than 45 minutes allowed 2.2 Toward the students: This is also the teachers’ biggest difficulty Eventhough students have been learning more than years in primary and secondary schools, their limitations on social knowledge as well as literature is big There is not enough vocabulary and structures to show ideas, thoughts…Having trend to use speaking English when writing and think in Vietnamese then translate into English There is not enough information and knowledge about writing topics and styles of writing Consequently, they are bored with writing lesson With my students who are not good in the entrance exam, writing in Vietnamese is still difficult and now writing in English, this difficulty is doubled Moreover, English writing style differs from not only Vietnamese but also other styles of English Actually, the starting point of most my students is nearly zero However, I don’t blame the bad result for the students I make effort to give my students love, determination, purpose and correct leraning methods Teaching them how to learn new words, form clauses, write simple sentences, complex sentences and connect the sentences into a paragraph and the paragraghs into an essay Techniques in teaching writing a paragragh 3.1 Literature review:(what is a paragragh ? how to write it?) 3.1.1 Definition of paragragh: A paragragh is a group of sentences about a single topic Together, the sentences of the paragragh explain, clarify, develop, support the writer’s main idea(most important idea) about the topic A paragragh is often between five and ten sentence, but it can be longer and shorter, depending on the topic 3.1.2 The structure of a paragragh : A paragragh has three basic parts: topic sentence, supporting sentences and concluding sentence Figure Paragraph Structure Graphic Organizer: Topic sentence…………………………………………………………… ……………………………………………………………………………… Supporting sentence 1……………………………………………………… ……………………………………………………………………………… Supporting sentence 2……………………………………………………… ……………………………………………………………………………… Supporting sentence 3……………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Concluding sentence……………………………………………………… ……………………………………………………………………………… * Topic sentence: - Topic sentence is often the first one, contain both a topic ( that writer is discussing) and controlling ideas (the writer’s specific stance on that subject), and : + Introduces the topic in the paragragh + Is the most general sentence in the paragragh + Contains controlling ideas( main ideas) A controlling idea is a word or phrase that the readers can ask questions about: How? Why? In what ways? What does that mean? Example: Topic sentence: There are numerous advantages to owning a hybrid car • Topic : hybrid car • Controlling idea: advantages - The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph The topic sentence relates to the thesis, or main point, of the paragragh or the essay and guides the reader by signposting what the paragraph is about - An effective topic sentence combines a main idea with the writer’s personal attitude or opinion It serves to orient the reader and provides an indication of what will follow in the rest of the paragraph - Topic sentence does not contain too much specific information, isn’t too general and must relate to other sentences in the paragragh - However, the topic sentence need not always come at the beginning of a paragraph Sometimes writers prefer to list a series of examples and then wrap up with a concluding sentence that functions as both a topic sentence and a summation Many effective paragraphs don't have a topic sentence at all Topic sentences would probably be intrusive, for instance, in a narrative used in a case study Sometimes paragraphs lack topic sentences because a writer prefers to make a point more subtly, allowing information to speak for itself and forcing readers to draw their own conclusions In that instance, the writer might decide that a topic sentence would be too heavy-handed * Supporting sentences: They come after the topic sentence and make up the body of the paragraph by explaining, providing, or enhancing the controlling idea in the topic sentence Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing A supporting sentence usually offers one of the following: Reason, Fact, Statistic, Quotation, Examples Examples: There are numerous advantages to owning a hybrid car (Topic sentence)First, they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle (Supporting sentence 1: statistic)Second, they produce very few emissions during low speed city driving (Supporting sentence 2: fact) Because they not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump(Supporting sentence 3: reason) Alex bought a hybrid car two years ago and has been extremely impressed with its performance(Supporting sentence 4: example.)“It’s the cheapest car I’ve ever had,” she said “The running costs are far lower than previous gas powered vehicles I’ve owned.” (Supporting sentence 5: quotation) - The type of supporting sentence you choose will depend on what you are writing and why you are writing For example, if you are attempting to persuade your audience to take a particular position you should rely on facts, statistics, and concrete examples, rather than personal opinions - Supporting sentences must focus on developing the topic, are arranged in a clear and logical way and linked together by the appropriate connectors to have unity and coherence in a paragargh Sequencing/listing TABLE OF CONNECTORS First of all, first(ly), second(ly), third(ly), next, then, finally Adding to what you Also, furthermore, in addition, additionally, moreover, have said besides Contrasting In contract to this, on the contrary, conversely, while, whereas 4.Expressing Similarly, likewise, in the same way similarity Giving examples For example, for instance, in particularly, such as, that is to say, namely Showing results As a result, as a consequence, consequently, hence, thus, therefore, so Conceding Although, eventhough, even if, after all, all the same, however, nonetheless, nevertheless, still, yet, in spite if this, despite this, Restating In other words, that is to say, to put it simply Inferring In other words, in that case, (or) else, otherwise * Concluding sentence: -This sentence closes the paragragh It tells the readers that the paragragh is finished - An effective concluding sentence draws together all the ideas you have raised in your paragraph It reminds readers of the main point—the topic sentence— without restating it in exactly the same words Examples: Topic sentence: There are numerous advantages to owning a hybrid car Concluding sentence: To sum up, given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future ( not repeat the word: advantages, but replaced by the synonyms :benefits) - We should avoid introducing any new ideas into your concluding sentence A conclusion is intended to provide the reader with a sense of completion Introducing a subject that is not covered in the paragraph will confuse the reader and weaken your writing - The concluding sentence begins with the phrase such as: In summary, to sum up, to conclude, in conclusion, in short, in brief … 3.2 Practical Application( practice for writing a paragragh) Here are some effective ways to help students practise writing a paragragh: * Paragragh sequence: write the sentences of a paragragh onto separate sentence strips Place strips into a large envelope Students need to place the sentence strips in the correct order to creat a paragragh They then copy the paragragh onto a sheet of paper for assessment * Topic sentence match: Using large index cards, make a stack of paragraghs without topic sentences and a stack of cards with the correct topic sentence They read paragraghs to themsevles and make an illustration * Picture prompt : Place a stack of card with pictures glued on Students choose a card and write a paragragh on what they see Remind student to add a title * Choose a chart: On chart papers, write short pragraghs with mistakes such as grammar, spelling, punctuation, sequence, etc Place the chart papers in lagre zipslock bags Students choose the chart to work on They edit the paragragh and write the new version on your notebook * Cooperative writing: Deviding students into small groups of 8-10 The groups write the same short story Teacher gives a first sentence to the groups Each member of the group must think to write a next sentence and the last student write the ending sentence Then the teacher asks the groups to read their story aloud Finally, the teacher corrects their mistakes Their stories are usually very interesting * Story packets: On a large envelope, write a topic and words associated with that topic Place paper inside the envelope Allow student to choose a story packet and write about the topic printed on the envelope Some examples of story packets are Christmas, Tet holiday, Mid-autumn… * Excercies: we prepare some excercises like that: Identifying good topic sentences: Identify the sentences with an effective controlling idea a I am going to write about my country b Videos games are not bad for children c A large proportion of women nowadays still suffer from domestic violence Key: b and c are good topic sentences because they contain effective controlling ideas a is not a good one because it is too general so it cannot be discussed in one paragraph Writing topic sentences: For each of the word or phrase below, write a topic sentence with one controlling idea a Protecting the environment b Future life c Sports Key: The answers are varied so the teacher sees if the topic sentences include effective controlling ideas or not Identifying topic sentence and supporting sentences Write TS next to the topic sentence and SS next to the supporting sentences a Relaxation is another benefit that music brings about b Music helps many people earn a great deal of money c Music plays a very important part in our daily life d Cultural exchange will become more effective with the help of music Key: _SS _ a Relaxation is another benefit that music brings about _SS _ b Music helps many people earn a great deal of money _TS _ c Music plays a very important part in our daily life _SS _ d Cultural exchange will become more effective with the help of music Gathering ideas for a topic Brainstorming on the following writing topics a There have been a lot of changes in family life in the past 20 years b What are the difficulties encountered by women in modern society? c Why should we charity work? Answers: The results of the work are varied Teacher should encourage students to find as many ideas as possible Identifying supporting sentences and concluding sentences Read the topic sentences below Write SS next to the supporting sentences and CS next to the concluding sentence Looking for a job is very difficult these days a The number of applicants for each is very big b Interviews are so challenging for candidates c It is really hard to find a suitable job d Most of the jobs are now very demanding Key: Looking for a job is very difficult these days _SS _ a The number of applicants for each is very big _SS _ b Interviews are so challenging for candidates _CS _ c It is really hard to find a suitable job _SS _ d Most of the jobs are now very demanding  We can carry out the above ways as following: - Divide class into groups of 4-5 - Let students in 5-7 minutes, go around to observe and help if necessary - Ask ss to share their results with other groups or call the representatives to read in front of class or write on board - Help ss to correct mistakes or give feedback 3.3 The steps of writing a paragragh in English textbook: 3.3.1.The steps of writing a paragragh: Up to dates, there are several ways to approach writing in the classroom It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skill The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors Different ways in approaching the tasks inform major movement in the teaching of writing( by Ann Raimes, Oxford University Press, 1983).According to Raimes, there are principal ways of approaching the task: focusing on form, focusing on the writer and focusing on the reader The first perspective can be found in traditional, text-based approach( product approach) Teachers who adopt this approach often present authoritative text for students to imitate or adapt and they may see errors as something they have a professional obligation to correct and eliminate The second approach which is called “process approach” emerges in part as a reaction against the tradition of form- focus It particularly stresses on the writers as an independent producers of text The third approach called “genre approach” is considered to be more socially oriented with the assumption that if the reader cannot recognize the purpose of a text, communication can not be successful In this research, I apply two approach: product approach and process approach( answering for two questions: how to write and what to write), but oriented approach to writing is a process rather than a final product Six steps of writing process can be summarized in the following figure: Getting ideas together Planning Being motivate to write Drafting Editting Final version 3.3.1.1.Being motivate to write( warm up): One of the most difficult aspects of becoming a teacher is learning how to motivate your students It is also one of the most important Students who are not motivated will not learn effectively They won’t retain information, they won’t participate and some of them may even become disruptive A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teacher’s methods un-engaging or be distracted by external forces It may even come to light that a student who appeared unmotivated actually has difficulty learning and is need of special attention While motivating students can be a difficult task, the rewards are more than worth it Motivated students are more excited to learn and participate Simply put: Teaching a class full of motivated students is enjoyable for teacher and student alike Some students are self-motivated, with a natural love of learning But even with the students who not have this natural drive, a great teacher can make learning fun and inspire them to reach their full potential 10 Here are some effective ways to get your students excited about learning: * Pictures: Showing some pictures relating to the topic of writing in order to lead students into new lesson and tell them the lesson’s objectives * Songs: Let ss listen some songs, and guess the name of the songs or musicians or topic of writing lesson * One never fail motivational method you can use with your students is giving rewards Tell your students that if everyone in class earns an points or higher on a writing you will give them a special gift.etc * Offer extra information about your subject If you want the students to be excited about what you're teaching, then you'll have to go above and beyond the curriculum Keep the students updated with recent developments regarding their subject * Tell a story: Telling a story can help you engage students, especially a funny story about the topic of writing * Games: Students may wish to play games purely for fun Teachers, however, need more convincing reasons 'Teachers need to consider which games to use, when to use them, how to link them up with the topic of writing lesson and how, more specifically, different games will benefit students in different ways (Khan, J.1996).' The key to a successful language game is that the rules are clear, the ultimate goal is well defined and the game must be fun 3.3.1.2.Getting ideas together( Pre-writing) To get ideas from students before writing , I have been applying some ways like brainstorming, questions, pictures, model paragragh, matching, networds… * Brainstorming: - Brainstorming is a way of gathering ideas about a topic There are many ways to get ideas for a specific topic However, the following are the most common one: making a listing, free writing and mapping… - When brainstorming : + concentrate on the topic and think about the key word +write down every idea that comes to you +don’t worry about whether the ideas are useful or not + ignore grammar and spelling mistakes → Aim: gather as MANY IDEAS as possible Example: Unit 13 D Writing :describing the preparations for the coming Asian Games( grade 11) National sports centers Training areas Roads Car parks Hotels National Stadium facilities of the Asian Games Guest houses local stadium 11 - Editing: + Choose ideas: the most interesting, relevant + Add necessary information or ideas * Questions: Teacher gives lists of questions about the topic and ask students to answer Then, ask them to arrange and connect the answers in a paragraph Example: Unit 11 Writing about a book( grade 12) - Ask ss to work in groups to answer the questions about a book they have read What is the title of the book? 2.Who is the author? 3.What type of book is it? 4.Where is the book set? 5.What is the main theme of the book? 6.Who are the main characters? 8.What is the plot of the story? 9.What was your opinion of the book? 10.Would you recommend the book? * Pictures: You should use pictures for describing writings and ask ss what they know about and see in the picture E.g Unit D Writing: Describing a celebration( Grade 11) * Model paragragh: Giving ss a model paragragh and ask them to draw out structure, main ideas… Example Unit 14 writing an annoucement( grade 10) Model paragragh: The monitor of class 10G wishes to announce that the performance of our class will be showed at 7.30 p.m on Thursday, April 23 rd in school meeting hall Tickets will be sold at Ho Chi Minh Communist Youth Union’s office from now, March 30 for 5.000 VND each Money collected will be sent to the school fund to support people in flooded areas 12 →Students can draw out structure of an annoucement: Who is the announcer? What is the announcement about? When ? Where? * Matching: Through matching, ss get main ideas of a paragragh Example: Maching A with B ( handouts ) (unit Writing about people’sbackground- grade 10) A B Name a Boston Date of birth b Kensington High school Place of birth c English, French, Math 4.Schools attended d Tourist guide Exams passed e David brown Previous jobs f 12/ 11 / 1969 Interests g Music and dancing →Basing on information above, ss will know what they need to write about people’background 3.3.1.3 Planning ( Pre-writing) * Firstly, repeating a form of a paragragh and making outline - Repeat how many parts of a paragragh and how to write topic sentence, supporting sentences and concluding sentences - Making out line: An outline is a list of the information you will put in the paragraph - An outline should: + begin with the topic sentence + show the organisation of the paragraph + ends with the concluding sentence - An outline plays a very important role in the success of the paragraph because it helps: + show you what to write before you actually start writing +make the paragraph well-organised enough and clearly-presented + clude all important points without missing any  Sample outline: Write a paragraph to describe the preparations for the coming Asian Games (unit 12 D.writing-grade 11) Topic sentence: To prepare for the coming Asian Games, we have a lot of things to Supporting sentences: -First of all, we will build…….,….upgrade the National sports centres……widen the training area and the roads… - Secondly,…equip the hotels and the guest houses… - … - Finally,……… Concluding sentence: In summarry, building and upgrading facilities, advertising the Games, and selecting volunteers are three essential things 13 *Secondly, give some structures and new words or teach new vocabulary if necessary: Example: Unit Writing about a celebaration( grade 11)  Name of the festival: Women’s Day/ The Vietnamese Teachers’ Day……is one of the popular celebrations in Viet Nam/ I like……  Time of the festival: It is celebrated on /It takes place on…/ This celebration falls on…  Purpose of the festival: It is the time when …./ It celebrates  Main activities of the festival: On this day, people often… /The main activities of this festival are…  Your feeling about the festival: I like this day/festival very much because… 3.3.1.4 Drafting( writing) After the students have an outline for a paragraph, they can start writing the intended one There are many ways for the teachers to carry out this stage It is advisable that students should practise individual or pairs or groups first, and then the whole class At the very beginning of writing practice, students should learn how to write a good topic sentence, a good concluding sentence Once students are skilled at writing topic sentence and concluding sentences and making outlines, they should learn how to develop supporting sentences This is of great importance because the supporting sentences must ensure unity and coherence The writers should know how to improve their vocabulary and structure range so that their supporting sentences will be fascinating or convincing enough 3.3.1.5 Editing( Post – writing): - Checking: by teacher - peer review - Giving suggestions to improve the students’ work - Classify students: +advanced: improve wording: language use (word choice, collocation ) + beginners: focus on organisation, grammar, spelling 3.3.1.6 Final version: SS can write final version at home and then teacher may check in next period, or SS write on papers to submit and then teacher correct their writing at home 3.3.2 The sample planning lesson Above steps of writing process are taken into consideration in activities below: Unit 12: THE ASIAN GAMES( Grade 11) D Writing I Objectives: 14 Educational aim: Students know how to describe the preparation for the coming Asian Games Knowledge: - General knowledge: Students can write a passage describing the preparations for the coming Asian Games - Language: + Words related to the topic: preparation for hosting the Asian Games + Using the connectors suitably and correctly Skills: + Reading: read the cues given to write a paragragh describing the preparations for the coming Asian Games + Speaking: ask and answer basing on information in handout +Writing: write a paragragh to describe the preparations for the coming Asian Games II Method: Intergrated, mainly communicative III Teaching aids: a model paragragh, hand outs , pictures, textbook, overhead projects IV Procedures: Contents and requirements T’s activities Ss’ activities Activity WARM-UP( motivate and get ideas - Gives - Play the together) (7min) instructions game  Game: Hangman -Gets ss to play game - Divide SS into teams: Team A and team B - Each team will in turn say out any letter in the alphabet to find out key word -If the letter is correct, put it in the position, but if ss guess wrong letters,teacher starts to draw a body part to the gallows (head, body, left arm, right arm, left leg, right leg) The player will continue guessing letters until they can either solve the word or all six body parts are on the - Gives feedback gallows 15 Contents and requirements T’s activities Ss’ activities Brainstorm (Key: FACILITY) Brainstorm: The facilities of the Asian Games and copy them on the board Expected answers; National sports centers Training areas  the facilitie s Roads parks Hotels houses National Stadium  Car - Ask Ss: “Suppose Vietnam is going to hold the coming Asian Games What facilities does our country need to have?” Guest local stadium - Writes the title of lesson on board -Listen and open the book Lead-in: write a paragraph to describe the preparations for the Games Activity PRE-WRITING( planning step) (15min) • Pre-teach vocabulary -Elicits and presents new words  Recruit (v): “How you say “tuyển chọn” in - Helps ss pronounce English?” (translation) them exactly  Upgrade (v): “Our school now is not in good condition We have to upgrade to make it better So, what does the word “upgrade” mean?” (example) 16 - Answer and write down -Listen and pronounce Contents and requirements T’s activities Ss’ activities  Promote (v): “This word means to help something happen or develop.” (explanation)  Widen (v): “ The same meaning as “broaden”?” (synonym)  Official (adj): “How you say “chính thức” -Asks students to in - Work in pairs • Ask and answer (use questions in hand pairs, ask and - Present answer out to ask and base on information in -Gives time for textbook to answer): students to A in English?” work 1.What should we build first? the task 2.Will we upgrade the National Sports Centers -Asks and the local stadiums? pairs to pratise 3.Why? -Listens 4.What’s about the training areas and the roads corrects to the sports building? ss’mistakes 5.What will we equip for the hotels and guest some and - houses with? 6.What’s for? 7.…… • Repeat a form of a paragragh & making outline:  Topic sentence: To prepare for the coming Asian Games, we have a lot of things to  Supporting sentences: - Supporting sentence 1: we will build…… - Suporting sentence 2: … should widen…… - Supporting sentence 3: …have to equip…… 17 - Asks ss - Repeat repeat aform of paragragh and make outline -Make outline - Write Contents and requirements ……………  Concluding sentence: In summarry, building and upgrading facilities, advertising the Games, and selecting volunteers are three essential things Useful language - First / Firstly / First of all - Then, - Next, - After that, - Finally, Structure: - Something + need to be + V3/ed = something + need + V-ing - Somebody + need + to-infinitive/ bare-infinitive - Someone + have to/should/must + infinitive T’s activities Ss’ activities down - Provides useful language and structures - Do the task in -Divides class groups into groups to write Activity WHILE-WRITING (draft step) (12min) Write a paragraph of 120 words to describe the preparations for the Games, basing on information and outline in pre-writing -Goes Activity POST-WRITING(editting step) (8min) - Correct the desrciptions - Sample paragragh: To prepare for the coming Asian Games, we have a lot of things to First of all, we will build one more National Sadiums and some sports buildings and card parks The National Sports Centres and local stadiums are not in good condition, so they need to be immediately upgraded And we will widen the training areas and the roads to the sports buildings Then we have to equip all the -Uses overhead 18 around to monitor and give help if necessary projectors - Correct to show some the groups’writing and corrects with ss - Give a sample paragragh - Refer to the sample paragragh Contents and requirements T’s activities hotels and guest houses with modern facilities to welcome foreign athletes and visitors These hotels should also have special services for disable athletes It is necessary to promote and advertise all the preparations for the Asian Games on the radio and TV Finally, we need to recruit volunteers to serve the Games- These people should be university teachers and students with good English One more important thing is that we have to hold a competition to choose an official song for welcoming the Asian Games.In summary, building and upgrading facilities, advertising the Games, and selecting volunteers are three essential things that we should focus on in our preparation efforts to host the next Asian Games V Consolidation and assign homework (2min) Consolidation: - Summerize main contents Assign homework - Rewrite the paragraph into their notebooks - Prepare the next lesson PART III CONCLUSION 19 Ss’ activities Writing a good paragraph is the result of a long and persistent period with lots of efforts and patience However, a good paragraph of your own will bring you a lot of satisfaction A good paragraph requires a clear organisation, convincing and logical ideas, a wide range of vocabulary and structure Therefore, teachers of writing must be enthusiastic enough in order to help students to write better Writing can be improved day by day, little by little It is widespread knowledge that writing is so challenging Therefore, teaching writing is extremely taxing for both teachers as well as students It requires teacher’s great amount of reading and creative work Patience is indispensable, too It also needs regular practice of both teacher and students Teachers are supposed to devote a great of time and careful consideration to assessing students’ work I have got some years of experience of teaching writing However, I still find it such a hard job So I always try my best to help students produce better results With the activities I have suggested above, I hope that teachers and students will be more interested in this field and will find this task less and less hard I have tried my best in this study with an aim to share my modest experience with all colleagues However, mistakes and shortcomings are unavoidable So any remarks will be warmly welcomed The educational benefits gained from applying these activities: I myself have applied these techniques to teach the students of all three blocks and have found considerable benifits as follow: - The students had a better overview of academic writing in general and writing a paragraph in particular They, therefore, have known how to write a paragraph They have had a lot of chances to practise writing the topis in textbook as well as familiar topics such as: hobbies, friends, environment, family, reading, and so on Their writings have been improved significantly They can gather ideas quite easily, they can organise their ideas in a very clear way and most of their ideas are very closely related to the topic Some students have succeeded in writing in a very concise way Especially, they no longer find writing lessons boring I hope that this theme would be of some value to both teachers and students in their language teaching and learning process I would like to thank Thanh Hoa, June 5th 2016 I promise not to have copied Signature The confirmation of the principle Nguyễn Thị Lan PART IV REFERENCES Nguyễn Bảo Trang, M.A.Luyện kĩ viết tiếng Anh trung học phổ thông 20 Raimes, A (1983) Teachniques in Teaching Writing paragraghs OUP Website of Mubarak Abdressalami: Teachniques in teaching writing a paragragh Khan, J.1996 Using game in teaching English Dorothy E Zemac & Lisa A Rumise College wrting from paragragh to essay Byrne, D (1988) Teaching Writing Skills Longman Leki,I.(1976).Academic Writing, Techniques and Tasks: ST.Martin Press, New York 21 ... into a paragraph and the paragraghs into an essay Techniques in teaching writing a paragragh 3.1 Literature review:(what is a paragragh ? how to write it?) 3.1.1 Definition of paragragh: A paragragh. .. Teachniques in Teaching Writing paragraghs OUP Website of Mubarak Abdressalami: Teachniques in teaching writing a paragragh Khan, J.1996 Using game in teaching English Dorothy E Zemac & Lisa A Rumise... and answer basing on information in handout +Writing: write a paragragh to describe the preparations for the coming Asian Games II Method: Intergrated, mainly communicative III Teaching aids: a