Integration of subjects to teach english 8 recycling (getting started + listen and read)

HA TRUNG EDUCATION AND TRAINING DEPARTMENT CAM THUY EDUCATION AND TRAINING DEPARTMENT HA THANH SECONDARY SCHOOL CAM QUY SECONDARY SCHOOL EXPERIENCED INITIATIVE EXPERIENCED INITIATIVE TOPIC: INTEGRATION OF SUBJECTS TO TEACH ENGLISH – RECYCLING (GETTING STARTED + LISTEN AND READ) Integrations of subjects to teach English 8Recycling (Getting started+ Listen and read) Author: Tran Thi Hien Position: Teacher Working place: Cam Quy Secondary School Experienced initiative belongs to: English Subject Author: LE THI THUY Position: Teacher Working place: Ha Thanh Secondary School Experienced initiative belongs to: English Subject THANH HOA, YEAR 2018 INDEX INDEX PAGE INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPICS 1.2 RESEARCH PURPOSES 1.3 RESEARCH SUBJECTS 1,4 METHODS OF STUDY THE CONTENTS OF EXPERIENCE INITIATIVE 2.1 BASIS FOR ARGUMENT 2.2 REALITY OF RESEARCH ISSUES 2.3 CONTENTS OF EXPERIENCE INITIATIVE PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH 1.1 Definition of a paragraph in English 1.2 Steps for an English paragraph PART 2: HOW TO WRITE A PARAGRAPH 2.1 Topic Sentence 2.2 Supporting Details 2.3 Closing Sentence PART 3: REVIEWING THE PARAGRAPH 10 3.1 Check your paragraph for spelling and grammar 10 3.2 Check your paragraph for coherency and style 10 3.3 Decide if your paragraph is complete 10 PART 4: KINDS OF USUAL PARAGRAPH IN SECONDARY 10 SCHOOL’S PROGRAMS 4.1 Descriptive paragraph 11 4.2 Narrative paragraph 14 4.3 Comparison / Contrast paragraphs 16 4.4 Argumentative paragraphs 2.4 EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR 17 18 EDUCATIONAL ACTIVITY, TO MYSELF, COLLEAGUES AND SCHOOLS 2.4.1 The results after applying innovative experience 18 2.4.2 Lessons for myself 19 CONCLUSION AND REQUEST 20 3.1 CONCLUSION 20 3.2 REQUEST 20 REFERENCES 22 INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPICS The world we live in is a flat world with rapid growth, a recent survey shows that English is the official language of over 53 countries and territories, is the official language the EU (European Union) and the 3rd is the language used most widely known only after China and Spain International events, global organizations are considered English as the common language of communication Also, English is more than 400 million people worldwide used as a mother tongue, more than a billion people use English as a second language (according to Wikipedia), the countries with the highest income in the world are proficient in English, or they use English in common Therefore, if we have a dream to be in contact with the most advanced civilization today, if we want to reach the huge knowledge base of humanity, if we want to study, to be discovered our world, the most important thing we need is English Being an English teacher at a secondary school, I have many concerns in teaching English to achieve the high efficiency and teaching goals Specifically, I want to find how the students can listen, speak, read and write English well so that they can apply it to their work and life later, contribute to build our Viet Nam stronger and more prosperous, democratic and civilized In the four communication skills: listening, speaking, reading and writing, each skill has its traits and nuances require the teachers to have good skills to teach the best knowledge for their students Writing is one of the most important skills in learning language Writing skill demonstrates the results of comprehension, perception In other words, it is the ability to express their opinions, their views on a problem in their life, in poetry or in the society To the reader to receive information correctly, the writer must have good writing skills; they must master the vocabulary, grammar and express clearly, simply, easily to understand Writing is a fundamental step in the process of teaching and learning English For the excellent student exams, especially, there is at least a question asking students to write a paragraph about a specific topic Sometimes our students feel confused because they not know how to write, how to present a paragraph I found myself writing skills are vitally important, so I boldly choose the theme " Intergration of subjects to teach English 8: Recycling (Getting started+Listen and read)" to help the students understand how to write some kinds of paragraph Moreover, it also helps to improve the efficiency of teaching, especially the quality of excellent English students at Cam Quy secondary school 1.2 RESEARCH PURPOSES Writing in English is an interesting skill that anyone who learns English wants to conquer However, the skills of students in our rural areas are limited because they not have convenient communication environment to use English as students in urban areas Sometimes, teachers give close topics of life, the children always express their excitement, but most of them feel perplexed when practicing the writing because of their limited skills , the ability to use language and structures, vocabulary is not enough to express their thoughts on the topic Therefore, the quality of the articles is not as good as the teachers want Realizing the difficulties of my students, I would like to introduce the basic steps to help students improve their English writing abilities 1.3 RESEARCH SUBJECTS Research projects are carried out within the English program level of the secondary school, specialized in the field of writing common paragraphs I myself not stop studying, learn, apply innovative methods to help students have the abilities to approach and implement effective writing exercises To estimate the abilities of students, I have conducted researches and surveys on the audience mainly students with moderate learning capacity or higher in courses taught directly by me from the school year of 2016 - 2017 to present at Cam Quy secondary school 1.4 METHODS OF STUDY 1.4.1 The method of Research Methodology: Research the documents related to the field of writing skill, on this basis, analyze, synthesize the useful and suitable knowledge to my students 1.4.2 The method of observation: Refer my colleagues’s ideals and teaching methods, observe, estimate students’ language receiving in English lessons, especially with the article questions to assess students’ progress or not 1.4.3 The method of chatting: Discuss directly with students about the advantages they gain, while removing obstacles they are facing Thereby, it also helps them confidently discuss their problems encountered 1.4.4 The method of researching active products: Estimate, review and comment students’ writing regularly, give the strengths and weaknesses of the children so that they overcome and progress THE CONTENTS OF EXPERIENCE INITIATIVE 2.1 BASIS FOR ARGUMENT Today, when English has affirmed its role and position at school, improving the quality of teaching is an issue of primary concern Learning English is merely a language school Want to become proficient in that language, the students need to practice the four basic skills: listening, speaking, reading and writing And writing skill is an important skill that students first need to master if they truly want to be successful in communication Writing is a skill that everyone no matter what career does any daily uses as well Being a student, they have to be facing many articles to form complete their learning process However, in the learning process so that they can write a coherent fluent and suggestive article in English is the issues that many teachers concern longer So how we help students to develop writting skill? Through the process of teaching in secondary schools, with my little experience, I would give the topic " Intergration of subjets to teach English 8: Recycling (Getting start+Listen and read)" with a desire to help my colleagues and loved students have the best results in teaching and learning writing skills 2.2 REALITY OF RESEARCH ISSUES 2.2.1 Situation: There are many reference books as well as professional training curricula positive auxiliary teaching innovation method of foreign language teachers Besides, every year there are also professional training classes for teachers, organized the professional stage cluster activities, organized sports instructors, the thematic reports going into the issue of specialized goal to help foreign languages teachers to access and use the most effective methods However, teachers at the school can not use stereotypes to actual conditions of teaching, which requires teachers to know selected to perform in line with the level of the students, the student ages, school facilities Cam Quy is a mountainous Secondary School, is located in difficult economic conditions and exchange learning of students is limited pretty much to affect the quality of education, especially English is a difficult subject, which requires students to work hard, diligently, invest a lot of time Furthermore, writing is a general skill, requires the high precision Therefore, to achieve positive results, both teachers and students should have tried the combination of effective teaching and learning 2.2.2 The results of the study situation 2.2.2.1 To the teacher In the group meetings, and my colleagues and I often discuss problems of exchanging teaching experience, exchange difficuties in the lessons in each skill Therefore, I found some difficulties that teachers often face when teaching writing skills such as: - There is no uniformity in capacity, level among students in a class, between classes with other classes - Teachers often feel guilty for not being able to control and correct all students’ errors or not help all students in the writing process 2.2.2.2 To the students When talking to students about writing skill, most children have common problems: - Do not have enough vocabulary or sentence structures to express - Tends to use speaking English instead of writing English - Understanding of social knowledge is limited - Tends to translate from Vietnamese into English when they write - Use of the purpose and requirements of different writing uncorrectly - Express opinions, information in the same sentence or the same long paragraph - There is insufficient documentation, information and insights on topics certain to write, so they can not write the truth - Students are often bored with writing lessons From the status of this issue, the beginning of school year 2016 -2017 I have examined students' writing skills class and with the theme "Write a paragraph to describe your house (about 80-100 words) "within 20 minutes, and the results obtained are not good * The results of written tests before applying: Clas Total Marks for writing skill s 0-2 32 32 3-4 5-6 7-8 9-10 SL % SL % SL % SL % SL % 18,7 15 47 28 6,3 0 25 13 41 25 0 2.3 CONTENTS OF EXPERIENCE INITIATIVE PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH 1.1 Definition of a paragraph in English: For example: “I live in a house in the city with my family My house is small but it is very beautiful It has four bed rooms, one for my grandparents, one for my parents, one for my sister and one for me The living room is a TV set,a stereo, a table, some armchairs and a picture.The kitchen is very convenient My house also has a small garden with some flowers that my father planted My house isn't large but it is very beautiful, and I enjoy it very much.” What is a paragraph? A paragraph is a group of sentences that fleshes out a single idea In order for a paragraph to be effective, it must begin with a topic sentence, have sentences that support the main idea of that paragraph, and maintain a consistent flow An effective paragraph needs the following features: + Presents a single idea + Begins with a topic sentence that makes this single idea evident + Contains support in form of sentences that convey this single idea + Be strategically organized to maintain flow + Maintains your essay’s objective + Informs and entertains your reader about your paper’s overall 1.2 Steps for an English paragraph: 1.2.1 Choose the topic: - If the topic was given, you not have to choose the topic - If the topic was not given, you can choose a big subject and then narrow down to make your own topic For example, "Education" is a subject, "What makes a good teacher?" is a topic You work on the topic, not the subject Note: You should make your topic neither too large nor too narrow 1.2.2 Brainstorm to find out the ideas of your writing: - You can make a list of what comes to your mind when you think about the topic, then group them in 2-3 big ideas - You can also use Mind-map to develop your ideas 1.2.3 Make an outline: - Put the main ideas first - Each main idea should have 2-3 supporting ideas 1.2.4 Write your paragrah/ essay: * There are also some tips that you can make use of to make a good writing: - Introduction: The topic sentence should include both the topic and denote the way you want to organize your ideas For example: Students should not part-time jobs for reasons The topic is "students should not part time jobs" The organization of your writing is two paragraphs (2 reasons) - Try to make use of conjunctions to make your writing coherent - Include 2-3 main ideas in your writing only PART 2: HOW TO WRITE A PARAGRAPH 2.1 Topic Sentence: The first sentence of your paragraph needs to be the topic sentence A topic sentence is an introductory line that addresses what the main idea or thesis of the paragraph is going to be It should contain the most important and relevant point you wish to make regarding your topic, thus summarizing the paragraph as a whole Example: There are four reasons why Singgapore is one of the best countries in the Asean 2.2 Supporting Details: Once you have written and are happy with your topic sentence, you can start to fill in the rest of your paragraph This is where the detailed, wellstructured notes you wrote earlier will come in handy Make sure that your paragraph is coherent, which means that it is easy to read and understand, that each sentence connects with the next and that everything flows nicely as a whole To achieve this, try to write clear, simple sentences that express exactly what you want to say Link each sentence with transition words which form a bridge between one sentence and the next Transition words can help you compare and contrast, show sequence, show cause and effect, highlight important ideas, and progress smoothly from one idea to the next Such transition words include "furthermore", "in fact" and "in addition to" You can also use chronological transitions, such as "firstly", "secondly" and "thirdly" In terms of length, three to five sentences will usually be enough to cover your main points and adequately support your topic sentence, but this will vary greatly depending on the topic and the length of the paper you are writing There is no set length for a paragraph It should be as long as it needs to be to adequately cover the main idea Example: First, Singapore has an excellent health care system All Singaporean have access to medical services at a reasonable price Second, Singapore has a high standard of education Students are taught by welltrained teachers Finally, Singapore's cities are clean with have many trees and efficiently managed Singapore cities have many parks and lots of space for people to live Singapore 2.3 Closing Sentence The concluding sentence of your paragraph should tie everything together A good concluding sentence will reinforce the idea outlined in your topic sentence, but now it has all the weight of the evidence or arguments contained in your supporting sentences behind it After reading the concluding sentence, the reader should have no doubt as to the accuracy or relevance of the paragraph as a whole Don’t just reword the topic sentence Your concluding sentence should acknowledge the discussion that has come before it and remind your reader of the relevance of this discussion Example: As a result, Singapore is a desirable place to live Here is a simple diagram summed up steps to write the text: Topic sentence Supporting sentence #1 Supporting sentence #2 Supporting sentence #3 + Examples/ Details + Examples/ Details + Examples/ Details - - - - - - trying to keep this friendship I love Hanh very much and I always hope our friendship will last forever * Deccribing a celebration’s activities * Outline + Topic sentence: - What is the name of the festival? - Where / when / why is it celebrated? + Supporting sentence - What preparations are made before the festival? + Supporting sentence - What happens on the day(s) of the festival? / Are any special meals cooked? What sorts of ceremonies / celebrations take place? + Conclusion - How people feel about the festival? Is the festival still popular these days? Why / Why not? * 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 The writing sample 2: Write about a festival in your country Lunar New Year Although there are many celebrations the year,Tet or the Lunar New Year 13 holiday is one of the most important festivals in my country It is a big holiday that celebrates the arrival of spring in Viet Nam every year There are a lot of popular customs of Vietnamese people on Tet holiday For example, Before Tet holiday begins, people decorate their house carefully to have a wonderful time with their family, they often visit their relatives, friends and temples Some people visit the graves of their ancestors in their homeland… Tet is an opportunity for children receive lucky - money from the elder Especially, everyone give to each other the best wishes for the New year Furthermore, special Tet food such as Chung cake, steamed sticky rice and boiled chicken can play an important role in Vietnam Perhaps, Tet is the time when members of family can gather to chat or have meals together In conclusion, Tet is the essential part in Vietnam * Deccribing a location * Outline + Topic sentence: - Name and location of the place/ Why should visitors come to the place? + Supporting sentence - A general description of the place Population? Surrounding attractions? Appearance? + Supporting sentence - Why is the place particular worth visiting? Is it famous for its landscape / people / historic features? + Conclusion - Feelings and final thoughts about the place plus recommendation - Write a few lines encouraging tourists to come to the place * 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 - 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 The writing sample 3: Describe the house you are living in Why you love it? 14 The house we are living in is situated in Thanh Hoa province, within thirty minutes’ drive off the central city We have lived there for more than twenty years This is a fairly large house surrounded with a luxuriant garden My house consists of four bed-rooms, a living-room, a bathroom with a shower, a dinning-room, a kitchen and a toilet It is air-conditioned and well-furnished The living-room is decorated beautifully Paintings by famous artists are on the walls At night, the color neon lights increase the beauty and coziness of the room There, on Sundays and holidays my father usually spends his time playing chess or drinking tea with his friends My mother and my two sisters are diligent and hard-working women They often keep the house clean and tidy I love my house very much because it is the place where I was born and have grown up in the education of my father and in the tender loving care of my mother I have spent my whole childhood in the love and affection of my dear ones with so many sweet memories 4.2 Narrative paragraphs *Definition Narrative paragraphs are often used to describe what a person does over a period of time For example: “Yesterday evening I got home from work at o'clock My mother had prepared dinner which we ate immediately After I had cleaned up the kitchen, we watched TV for about an hour Then I got ready to go out with some friends My friends arrived at about o'clock and we chatted for a while Later we decided to visit a jazz club and listen to some music We really enjoyed ourselves and stayed late We finally left before 11 o'clock.” * How to write a narrative paragraph: 4.2.1 Topic sentence: Set the scene (Who/what/when/where) Sets the scene (place, time, character(s), etc.), creates an intersting mood/ atmosphere to make the reader want to continue reading, and/or begins dramatically to capture the reader's attention 4.2.2 Main ideals: Develope the story (Describe incidents leading up to the main events and the event itself in detail Describe people/ place/ emotions/ actions/etc) 4.2.3 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, then 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 15 - 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 The writing sample 4: The most important day in my life: The most important day in my life was the day when my parents decided to send me to school I was then about six years old I had no thought of ever going to school Words can hardly describe how sad I felt at the thought of having to go to a school But everything had been decided for me and I had no choice but to go to school Today, I am older and I am in a secondary school, learning more and more about the world around us The knowledge that I have gained has enriched my mind and I have a better understanding of human problems I am also able to speak the English language with some ease, and I know that my knowledge of English will prove of great value in all my future activities I also know that if I can pass all my examinations, I will some day occupy an important position in some profession Therefore, when I now think of the day when my parents arrived at the decision to send me to school, I am filled with love for them That was indeed the most important day in my life, a day which has changed the whole course of my life 4.3 Comparison/ Contrast paragraphs * Definition: + Comparison shows similarities between persons, places, things, ideas, or situations + Contrast points out the differences between persons, places, things, ideas, or situations * Two Basic Methods for Organizing Comparison / Contrast Paragraphs: If you let A and B stand for the two things (subjects) being compared, then you can use the block method in which you tell all about A, then tell all about B Thus you discuss A in a block and B in a block If you let A and B stand for the two things (subjects) being compared, then you compare them point by point Every time you say something about A, you also say something about B – right in the same sentence or in the sentence immediately following * How to write a Comparison/ Contrast paragraph: + The Topic Sentence: 16 Your topic sentence should identify both items (subjects) to be compared or contrasted and tell the reader exactly what you are going to say about these items (attitude) Example: (poor) Our puppy, Mickey is different from our cat, Nisa (good) The difference in temperament between our puppy, Mickey, and our cat, Nisa, is a constant source of amusement + The Body: Once you have decided on a good topic sentence, list all the points of comparison/ contrast that you can think of Next, review the list and eliminate any points, which are irrelevant or unimportant Now, organize your details in a logical sequence, and begin your rough draft + The Conclusion: The most effective conclusion for a comparison/contrast paragraph is usually a final sentence, which reinforces the controlling idea Example: If you could see Mickey and Nisa together, you could scarcely help laughing at the contrast between these two household playmates * Transitional expressions: Transitional expressions used in Transitional expressions used in comparison: in the same way contrast: although and, also, in addition whereas as well as but both, neither however each of conversely just as so on the other hand similarly in contrast like while too yet the same unlike (Source: Donald, Moore, Morrow, Wargetz, Werner, Writing Clear Paragraphs, Prentice Hall, 1978) The writing sample 5: Life now and life five years ago My life now and my life five years ago are similar but there are also some major differences Five years ago,I was living in Ha Noi and going to my university I didn’t have to work because my parents supported me I went to school everyday and spent time with my friends I took care of my nieces 17 everyday after school because both of my parents were working at the time I didn’t really have any major goals five years ago I wasn’t really thinking about my future quite yet On the other hand, now I have got married and I’m not a student anymore I have to work now in order to support myself and my family I work eight hours a day after that I go home with my son I have a lot more responsibility now than I did five years ago I have to take responsibility for myself now and everything that I I have a lot of major goals now My life now has changed a lot in only five years 4.4 Argumentative paragraphs * Definition: An Argumentative paragraph is an opinion supported by facts Writers refer to opinions as claims and facts as evidence The claim clearly states a stance on a topic or issue Evidence to prove this claim can include reasons, personal experience, statistics, confirmed facts, and expert research For the claim to be persuasive, an argument writer must support it with the most effective evidence that comes from a variety of credible sources Credible sources are websites, reports, and articles developed by experts and journalists * How to write an argumentative paragraph: + Topic Sentence: identifies what is being argued for or against + Support Sentences: include facts, examples, appeals to authority or counter-argument to back up your point of view Present your reasons in order of importance: from most important to least important + Concluding Sentence: restates what is being argued for or against and why * Useful transitional words and phrases: + For giving reasons: first, second, third, another, next, last, finally, because, since, for + For counter-argument: but, however, of course, nevertheless, although, despite + For concluding: therefore, as a result, in conclusion, thus The writing sample 6: You should/ should not your own homework “You should your own homework Copying someone else is illegal, and you can get a failing grade or even be kicked out of school If you cheat on your job, you can be fired or arrested and put into jail; the government will certainly find you if you cheat on your taxes! Copying someone else's homework also means that you never learn how to that work for yourself, so when you need the information later (let's say the teacher actually gives you a test on it where you can't copy!) Then you don't know how to it and you get another bad grade Also, if you don't your homework, you never learn how to discipline yourself to unpleasant things, and when you grow up you will 18 always have trouble making yourself things like your job, paying your bills, and saving money In short, doing your own homework is the best way to go!” 2.4 EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITY, TO MYSELF, COLLEAGUES AND SCHOOLS 2.4.1 The results after applying innovative experience: Because period Writing in grade 6, 7, textbooks programs – students practice writing skills simply by rewriting the available samples They write notice, a letter based on the available form, write a story using the cues, etc For the essay form - writing an English paragraph is a part of general knowledge, which requires students to combine the skills, explain to the reader understand clearly Therefore, time for students to practice writing skills is in extra classes and students’ self – studying After a while applying innovative experiences in the writing lessons in the class 8, I noticed students pay much attention in writing period, be easier to make sentences, they like writing more, know how to apply the structure, distinguish kinds of questions, and be not afraid to write as well Especially, many students are already active, creative to expand the understanding and also very flexible in the field of developing their skills In addition, the lively and gentle atmosphere at class helped the students have the opportunity to assert themselves • The results of written tests after applying: (after year) After applying this issue in a year, beginning school year 2016-2017, I have tested the students' writing skills and with the theme "Write a paragraph to describe summer vacation (about 80-100 words) "for 20 minutes and obtain better results 2.4.2 Lessons for myself: - Teacher should prepare the training thoroughly, carefully, apply the written form efficiently, suggestively, use detailed instructions, offer a variety of situations for students to grasp written and choice the suitable writing for all pupils - Fix the errors in time as vocabularies, sentence structures, grammars to help students understand and remember - Praising the best article to inspire their creativity, thinking while writing - Teachers need to check and mark students’ writing at home regularly to encourage their love in studying English 19 CONCLUSION AND REQUEST 3.1 CONCLUSION The above is my experience on how to write some common English paragraphs for students at Cam Quy secondary school that I've learned and applied research to improve the skills of the students, especially for the training of excellent students I found in each course all students acquire more easily, the results of student learning better Students are more positive, initiative and creative to comply with the perspective innovation of English teaching and learning goals by the Ministry of Education and Training However, the above are just some of the small tasks during my teaching about writing skills I hope leaders at all levels and colleagues contribute sincerely to my topic so that I can impart knowledge better in writing skills to students most effectively 3.2 REQUEST 3.2.1 To education department: Regularly organize the training courses for teachers in the district to exchange and learn experiences each other Especially, the training courses about teaching English skills for teachers to have the opportunity to enhance the experience learn from colleagues and develop students’ abilities 3.2.2 To the school: - Investing more reference books for writing skill and other English - Creating English meetings, English – speaking contests, English – writing competitions for students to have opportunities to communicate and help them become more confident in using English 3.2.3 To the teacher: - Preparing units carefully, lively, have clear instructions and the simple questions systems; the form of exercise is suitable for all pupils 20 - Needing to examine and evaluate the results of the student scientifically and accurately - Creating an open - minded atmosphere in class to help students love this subject more - Introducing the book or references for students 3.2.4 To the students: - Preparing lessons before going to class, listening to teachers and lectures carefully to get positive remarks ideas, good situations to apply to the article - Avoiding being timid, be confident in yourself - Getting the information from the Internet and read more and more to enhance their knowledge about all fields in the life Then, they have much useful information to supply their writing XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ P.HIỆU TRƯỞNG Lưu Xuân Hà Cẩm Quý, ngày 20 tháng 03 năm 2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Người viết Trần Thị Hiền 21 REFERENCES “Oxford Advanced Learner’s Dictionary” (7th edition) “Academic writing” – Oxford Press “Developing Writing Skills” Franciose Grellet – Cambridge University Press - 1999 “How to teach English” Jeremy Harmer – NXB Longman - 2008 “Teaching Writing Skills in a language” Christine Nuttall – Oxford University Press – 2001 “Phương pháp dạy Tiếng Anh trường phổ thông” Nguyễn Hạnh Dung – NXB Giáo dục – 2004 “Sổ tay người dạy Tiếng Anh” Tứ Anh – Phan Hà – May Vi Phương – Hồ Tấn - NXB Giáo dục 2004 http://www.teachingenglish.edu.vn http:// www.violet.vn 22 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trần Thị Hiền Chức vụ đơn vị công tác: Giáo viên - Trường Trung học sở Cẩm Quý, Cẩm Thủy Cấp đánh TT Tên đề tài SKKN Kết đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Năm học đánh giá xếp loại 23 ĐÁNH GIÁ, XẾP LOẠI CỦA HỘI ĐỒNG SKKN CẤP TRƯỜNG 24 ĐÁNH GIÁ, XẾP LOẠI CỦA HỘI ĐỒNG SKKN CẤP HUYỆN 25 ĐÁNH GIÁ, XẾP LOẠI CỦA HỘI ĐỒNG SKKN CẤP TỈNH 26 27 ... Intergration of subjects to teach English 8: Recycling (Getting started+ Listen and read)" to help the students understand how to write some kinds of paragraph Moreover, it also helps to improve... the topic " Intergration of subjets to teach English 8: Recycling (Getting start +Listen and read)" with a desire to help my colleagues and loved students have the best results in teaching and. .. structures to express - Tends to use speaking English instead of writing English - Understanding of social knowledge is limited - Tends to translate from Vietnamese into English when they write - Use of