Classifying the writing lessons in english textbook 10 to improve writing skill for 10th grade students at thuong xuan 3 high school

1 Opening 1.1 Reasons for choosing the theme Today, when English has affirmed its role and position in schools and society, improving the quality of teaching is the most concerned issue The question is how students to acquire all the knowledge and use it competently? Learning English is simply learning a language To use proficiently in that language, students need to practice four basic skills: listening, speaking, reading, writing, in which writing is the most important skill that learners need to master if they really want to succeed in communication Writing is a skill that everyone in any profession uses daily use The current situation of students is facing many difficulties in different types of writing Therefore, to help students identify goals, topics and build a complete article is a very important issue for teachers So how to help students develop their writing skills? If only follow the instructions in the teacher's book without innovation in teaching methods is teaching writing really effective? Because of the actual difficulties that I met in the 2019-2020 school year, which prompted me to explore and find different solutions to overcome this situation After a period of application in the 2020 - 2021 school year, I boldly discussed with the teachers of English about a small aspect of teaching - learning to write, that is: Classifying the writing lessons in English textbook 10 to improve writing skill for 10th grade students at Thuong Xuan High School 1.2 Aims of the research - To find out different methods to exploit students' initiative and creativity in training skills in English teaching - Train and develop students' writing skills: Awareness -> Thinking -> Constructing ideas -> Expression - Students know how to categorize different types of writing so that they can have a more accurate view of the literary language 1.3 Objects of the research This subject is concerned with ways of classifying the writing lessons in Part: "D - Writing", from Unit to Unit 16 in English textbook 10 - Innovation program (Education Publishing House - 2006) 1.4 Methods of the reasearch Classifying writing lessons, determining the focus of the topic, focus group discussions, building a system of questions, setting up an outline Applying it to specific writing lessons Contents 2.1 Theoretical basis Language is a special signaling system, it forms and develops with human society, it is the characteristic of the human race that is completely different from the animal     Language exists in human everyday life as a means of communication Through the expressions of language, people can better understand each other, understand each other's moods and perspectives to build social relationships, interact with each other, make human society becomes a strict moderation For students, forming their language is a very necessary job, requiring us to always focus on the development of students' dynamism, creativity and positivity in order to create ability to recognize and solve problems for them To achieve this goal, changing teaching methods in schools in the direction of attaching importance to learners as active subjects, encouraging active, active and creative learning activities of learners in the process study is essential In teaching foreign languages, these points are even more correct because no one can replace learners in grasping foreign language means and using foreign languages in communication activities with their own communication ability The renewal of foreign language teaching methods should agree with the following views: Organize the teaching process in the direction of activating learners' activities Enhance and promote well the active, proactive and creative role of students Organize students to acquire knowledge by their own activities Teach students how to self-study and the will to self-study Thus, the ultimate purpose of teaching and learning a foreign language is not simply to recognize phonetic systems, vocabulary or grammar, but students must know how to use those systems to achieve clearly specific communication purposes: verbal, by action, written, The role of writing skills in today's general curriculum (specifically English textbook 10 - Innovation program) is mainly to coordinate with other verbal skills to enrich the forms of practice in class as well as homework to reinforce learned knowledge, at the same time help students get acquainted with the style, strict structure of writing and learn how to use writing activities for a purpose as simple as: write letters, write addresses, text messages, fill in forms, forms, 2.2 The status of the problem before applying innovative experience On the teacher's side From the perspective of a foreign language teacher I see that English 10 - The Reform program has a very clear division of skills: Reading-Speaking-ListeningWriting At the end of each article is the Language Focus section Another advantage for teachers is that in each section, they are divided into specific tasks It can be said that English 10 textbook is a model lesson plan This does not mean that teachers only need to ask students to complete all the procedures in the textbooks, but the most important thing is that teachers need tips to convert those processes into real skills However, we can see certain difficulties that teachers often face in writing skills:  There are too many students in the class, so it is difficult for the teacher to manage which students work and which students not The inequality of competencies and levels between students in one class or between class and another  Teachers often feel guilty because they cannot control and correct all of the students' errors or cannot help all students in the writing process  Error correction and scoring takes a lot of time  Regular writing is more than 45 minutes allowed On the students’ side This is the biggest difficulty facing most teachers Although they have years of learning English in junior high school, their limitations in knowledge are enormous:  Not having enough vocabulary or sentence structure to express ideas  Tend to use spoken English when writing  Limited social understanding  Tend to translate ideas from Vietnamese to English when writing  Misuse of required purposes of different types of cards  Express all ideas and information in a sentence or long paragraph  There are not enough documents, information and certain knowledge about the writing topics, so it is impossible to write the truth STUDENTS ARE OFTEN FED UP WITH WRITING LESSONS In order to keep students interested in writing lessons and to improve their writing skills, I have applied the following methods to teaching writing skills Learn and classify article types, determine the purpose and nature of articles Remove common difficulties in writing lessons Determine the goals and tasks of some types of articles in English textbooks 10 Use the Power Point and projector during writing lesson (Unit 6: Writing a confirmation letter) 2.3 Learning and classifying writing types, determining the purpose of the writing lessons 2.3.1 What is teaching writing? What steps we need to take in the process of teaching writing? Is this a redundant question? Whether the answer is yes or no, we still have to be sure that Writing is a skill Because to teach students what to write (type of article)? Who / what to write about? how to write? How long will it take to write? how to make the article effective and valuable? This requires not only rich knowledge but also the skill of converting knowledge into writing production So when making an article what steps we need to take? Firstly, before writing, you need to define a purpose to write Determining the Purpose will help students choose an appropriate type of writing and an appropriate language Students also need to think about the audience they are writing for - who they are writing for This is very important, because determining written students will decide sentence structure and language to use Moreover, it is also necessary to pay attention to students need to think about content structure or students will set up ideas or facts of the article      Next, students will write the first draft When finished writing the first draft, students need to re-read the draft to see what works and what is not Edit their draft, change where needed, then the final draft We can summarize this process as follows: Planning Drafting Editing     Final draft So this process is not simple but cyclical It is meaningful for students to outline, draft, prepare and then present the final product For different writing purposes, writers will use different types of writing, different types of writing will require different structures and language choices: Different purposes, different genres Teachers also need to focus on aspects when teaching writing skills to students: Language accuracy (grammar, phonetics, vocabulary) Logical and coherent style The appropriateness of the language according to the purpose of communication, the object of communication, the context of communication and the topic of communication 2.3.2 Principles of teaching and learning writing skills To form and develop students' writing skills, we need to ensure the following principles:  Consider writing as one of communication methods, not just the correct use of grammatical structures or good handwriting  Begin the process of teaching and learning writing with sample writing, guided exercises, and finally freelance writing  Posts should be close to real life such as describing people, places, writing invitations, letters of thanks, writing to tell a story, an event,  Always ensure the purpose of the article, which means that students must know what they write, what to and who to write for  Give students as many writing opportunities as possible Writing is a skill that can only be formed and developed through practice The article should be attached to the content or topic of the lesson in order to integrate language skills and create more opportunities for students to practice using words, grammar structures and specific language skills 2.3.3 Classification, purpose and nature of Writing section in English textbooks 10 Below are different categories and articles in English 10 with their own characteristics and properties By classifying and understanding these traits we will be better prepared for writing lessons Text types Examples Units Features Letters - complain Unit - Language: formal - filling in a form Unit - Logical ordering of ideas Narrative Description Expository (explaining)                   - announcement - confirmation - invitation - acceptance & refusal - giving direction - routines - people’s backround - profile - instructions - a film Unit 14 Unit Unit 10 - a city Unit 15 - advantages & disadvantages of mass media - tables & charts Unit 11 Unit Unit Unit Unit 12 Unit Unit 13 Unit Unit 9,16 - Language: informal - Logical ordering of ideas - Language: informal - time ordering of facts -Language: friendly, descriptive -Place/ time or generalizationto - Specific ordering of ideas - Language: formal - generalization-to - Specific ordering of ideas or facts Around the topics of writing practice, English 10 textbooks have the following basic types of writing exercises: Match words with sentences, match sentence elements Enter words / phrases into sentences / paragraphs Discuss to find information in tables Fill in the form Find main information, determine post structure Write using given words / phrases Write by charts, tables, diagrams, charts Write according to suggestions (for words, structures, ideas to write, paragraph structure) Write letters as required Write freely by topic, topic, and situation 2.3.4 What students need to write? So when asking students to write a problem in class, we need to make sure that students must grasp the following problems: know the aim – why they are writing Know the audience – who they are writing to Know the genre – what type of text they are writing Have enough time for: thinking about the topic Brainstorming ideas Planning ahead carefully Drafting as many times as they can -> have constant feedback from teacher as well as their partners during the writing process 2.3.5 Writing as a process: We can summarize the writing process with the following periodic diagram: Being motivated planning to write Final version Getting ideas together Revising replanning redrafting planning drafting 2.3.6 Solve some common problems when teaching Writing section Meaning of some common writing activities In each hour of teaching writing or a certain type of writing, there are often many different activities, tasks, diverse and rich exercises, aiming to practice and develop writing skills for students It is easy to realize that they are logically related In particular, the Writing section in English 10 textbook usually has 3-4 tasks built in a spiral shape: If the lesson has tasks, then there will be the first tasks (for a lesson with tasks, it is the first tasks) also aims to provide a new language: writing style, vocabulary, sentence structure, grammar, (prepare to write), and at the same time orienting students for the range of languages to be used for the writing After completing these Tasks, students will be provided with “a good source of information” and “to come up with ideas” -> Writing production (final task) Thus, it is extremely important to understand the purpose and meaning of each activity, task and requirements of the given writing exercises Here is not just completing the exercises, but it is important to teach students how to do: work individually, in pairs, in groups, or whole class? How is the process (How many steps)? How long will it take? -> Feedback: From doing that exercise, what problems students can learn to prepare for the Production part So what kinds of exercises we often encounter in the Writing lessons class? + Coppying: is a kind of exercise to reinforce knowledge for students, each student will copy sentence of a learned conversation / paragraph and then pass it to another student to copy the other sentence, we call chain dialogue In this way, students are forced to understand the content of what they have copied, not have to copy them down without understanding anything Teachers should use this post as a Warm-up for new lessons Example: Before teaching the Writing section of Unit 1, in order to prepare for the Writing narrative, the teacher can ask students to rewrite a short conversation (to take from 5-7 minutes): S1: What did Nam yesterday afternoon? S2: He went to the library S3: What book did he read? S4: He read an English book S5: How long did he read? …… Then ask students to combine the answers into short text: “Nam went to the library yesterday afternoon, he went there to read an English book, he read….” Thus, after completing this exercise, students have identified the language areas (vocabulary, grammar, sentence structure, ) that will be used in the lesson + Dictation: Is a very traditional type of exercise in foreign language teaching, and is also an effective form of transcription At the same time, students will practice skills: Listening-Writing, reinforcing grammatical structures and learned vocabulary Teachers can use this exercise for Warm-ups or Wrapping-ups Particularly this type of post we can also apply to the remaining skills Example: After finishing the Listening section of Unit 1, teacher asks students to fold the book, listen to teacher read a few sentences about Mr Lam and copy + Constructing dialogue: There are main types that we often encounter in English textbook 10, they are: - Students are provided with a sample lesson, after reading the sample lesson, students will use the suggested words to complete similar to the sample lesson This type of card is available in the Writing sections of Units 1, 3, 6, 8, 9, and 14 - Students are provided with messy sentences of a conversation, they must rearrange the order of the sentences to form a correct conversation This type of card is available in the Writing section of Unit 11 - Students are provided with an unfinished conversation and some sentences are not in the order of the lesson, students complete by choosing the available sentences to fill in the appropriate gap, or it is also possible that students are not provided levels of available sentences that must be devised according to their own preferences to fill in the blanks This type of post appears in the Writing section of Unit 2, Unit 4, Unit 10 (Task 2), and Unit 11 (Task 1) + Fill in the blank exercises: are reinforcement exercises with good synthesis nature, this type of exercise requires students to fully understand the whole sentence or the whole text scenes so that you can fill in the correct form of the verb (verb, preposition, ) Expanding frames: Students must complete the essay based on a suggested framework, be it a narrative, a biography or a letter with content and topic Relevant to the lesson We can easily recognize this type of song in the Writing section of Unit 10, Unit 12 + Idea frames (Written according to suggested questions): These exercises often have the topic very close to the content of the lesson that the students have just learned After students are done quickly an exercise in the form of reading a text and then answer the questions below From answering these questions, students will draw what they need to remember, based on the frame of the question and the sample of the lesson just done, students will write another article as required For this type of lesson, from answering questions, students draw the structure and highlights of each question is a very necessary job to create momentum for the next work This type of card appears in the Writing section of Unit 5, Unit 13, Unit 14, Unit 15, and Unit 16 + Parallel (write the same form): in this exercise, students are asked to read a paragraph first, then write a similar paragraph but replace with new information and content Example: Writing Parts of Units 3, 6, 7, The above listing is for explanation of the topic, not full statistics in the "Table of Contents" style But we clearly see that in each Writing section of each unit, there are often different types of exercises, requiring teachers to have an overview of each lesson to be able to offer teaching methods best, suitable for all types of cards and all HS subjects In addition, students can also other types of exercises such as MultipleChoice, Matching, These exercises aim to supplement and consolidate general knowledge and skills for students + Communicative writing activities: These are communication activities through writing that can be implemented in the class effectively, and teachers need to encourage students to develop to supplement teaching skills other Here are some communication activities that we can apply in lessons in skills other than writing: - Writing massages: Students write simple requests and suggestions These pieces of paper are transmitted to the recipient Students who receive them will have to make written suggestions, in the quiz there are questions that must be written or explained For example: Nam, Give me your ruler Ba, What is the date today? Binh, Write me your phone number Hoa, Do you remember Mai’s birthday? Hung, How about going for a swim after class? Minh, Clean the board, please - Cooperative writing: Divide students into small groups of about 8-10 children, groups will write a short story together, the steps will be conducted as follows: - Each student prepares a blank sheet of paper Teacher can write the opening sentence on the board - Students copy on their own paper, then have to think and write the next sentence of the story - Then students give their paper to their friends on their left to write the next sentence; keep taking turns until the ring is over and someone's paper returns to that person At this time, students will write the ending sentence of the story - Then the teacher asks students to read their stories aloud to the whole class The result can be a very funny and interesting story - Then the teacher fixes the basic mistakes that students often make - In addition, we can also apply other communication activities through writing such as: Letter writing, List making, Interview, in the teaching process to suit the writing style, skills and competencies of students 2.3.7 How to solve the problems that we often encounter in writing lessons As I mentioned the difficulties of teachers and students in the Basis of Practice in writing lessons are not small, those difficulties are the main causes of boring, monotonous class hours and a great influence on results of school hours So in what direction should we overcome that difficulty? From my point of view and initiative, we should address these issues as follows: a) For the difficulties that we often encounter from the objective side - Divide the class into groups or pair clearly depending on requirements, tasks of the lesson and all students While students work, teachers must walk around the class to help them promptly if necessary - Instruct students to correct their own mistakes, or correct them with symbols of the types of mistakes they made - It is not necessary to go through all the steps of teaching writing in class if the lesson is too long Some steps Teacher may ask students to perform at home or in the next period For example: Teacher asks students to prepare writing topic at home, think ahead of the outline for writing topic (especially preparation of vocabulary, sentence structure), or students can write draft once at home, public final production in class Or the teacher can also instruct students to some start-up tasks at home to prepare the necessary information and data for the main lesson - Teachers should let students learn about the knowledge of the lesson, social understandings related to the lesson so that they can have a necessary source of information in the process of expressing themselves, but the teacher should not provide all ideas for students - Should exchange, share questions, or plans on their lessons with colleagues, to solve difficulties together to find effective methods - Should use many suggestions, open-ended, encouraging students in overcoming the gaps in vocabulary, opinion or language - Teachers should explain and encourage students to learn English not only for testing or exams, but English also practically serves in everyday life, for their jobs and careers in the future, especially especially in the period of international economic integration b) For difficulties coming from the student's side - The pre-writing stage is a very important step for students to reinforce vocabulary and structure and it also helps students to initially create the ideas of the writing At this stage, teachers should provide students with necessary structures and vocabulary around the topic of the essay for students to express their ideas - Teachers should guide students to step into writing carefully and guide students with simple and specific tasks that are suitable to students' abilities - Use invocation not only in language but also pictures, visual aids and sample writing - Establish for students to be aware of thinking in English in order to minimize the influence of their mother tongue in the writing process - Make students familiar with process writing by using different stages to suggest practical articles to students - Help students find the exact audience v aim of each writing task If the requirements of each task in the textbook are not clear, the teacher needs to have specific explanations in many different forms (these explanations need to focus on promoting the initiative and creative thinking of students) for students to find to the right audience and aim of the article - Help students use simplification in connecting ideas in sentences / lessons to shorten sentences or paragraphs but the meaning is still clear and coherent - Try to use information and knowledge that is practical and close to communication in everyday life such as letters, form filling, - Organize for students rich writing activities such as: games, designing posters, creative writing, poems,… to create a fun and creative atmosphere in class - Should not regularly assign compulsory homework assignments to students, because if so, it will accidentally increase passivity for students and only bring a form of coping Should guide students to develop reading skills at home instead of writing exercises 2.3.8 Identify tasks and suggestions of some Writing lessons in English textbook 10 In order for an hour of writing teaching to really bring about certain effects, the identification of specific tasks and finding out the highlight of knowledge for students in a teaching hour in general and in writing teaching in particular are very important Let's find out the specific tasks and goals to achieve of some Writing lessons in English textbook 10 Writing lesson of Unit 1: Writing a narrative Task Students must perform tasks at the same time: - Find verbs in single past tense: started, arrived, - Time connectors: on that day, at first, 10 For this type of lesson, the teacher should instruct them to use scanned reading skills to perform the two above tasks Task In this part, it should be noted that students define contents that they will have to perform: - Events: these are the actions / activities taking place before the climax of the story: got on plane, plane took off, - The climax: the climax of the story (also known as the knot point) is a remarkable episode: we thought we had only minutes to live - Conclusion: Notice to students that the end of the story is often stated at the end of the story, possibly happy or unhappy, and often state the feelings of the narrator: pilot announced that everything was right, we landed safely Task Before the students this exercise, the teacher notes that the students divide the verb timing to suit the time of storytelling as well as use consistent prepositions and prepositions correctly Writing lesson of Unit 7: Writng about advantages and disadvantages of the mass media Task Have students read the statements about the benefits and disadvantages of using television and underline or write down the sentence structures used in the board for convenience when doing the following exercises Example: - help / encourage S.O to sth: help us to learn, encourage us to buy - make S.O / sth + adjective: make things memorable, make us aware of, make us passive / violent Teacher asks students to repeat the benefits and disadvantages of using television, using learning structures Task Based on Task 1, they think of additional information about the benefits and disadvantages of other types of mass media and fill in the corresponding table Note for students that each vehicle has sides, good and bad at different levels For example: TV is a source of entertainment and provides effective information for people, but easily captures the eyes of the audience if viewed continuously Radio helps to enrich the listener's knowledge, but when information transmitted through the audio line may not be clear Task Students will use the information in Task to write a short paragraph Note for students to only write about the benefits and disadvantages of a type of media and should give some specific evidence to illustrate The article can be in the interpretation (stating the main idea first), or inductive (after stating the new ideas and synthesizing the main idea) 11 - The first part: Briefly outline the main advantages of the mass media and its implementation ideas, for an illustrative example - Body: change ideas, summarize the disadvantages of using the media and implementation ideas, for illustrative examples - Conclusion: summarizes the main idea of the whole paragraph Teachers can provide students with necessary structures for use in writing: - to neglect (v) - to broaden (v): - negative (adj): - understanding (n): - to harm (v): - access to sth (n): - to have influence on sth (v): - to chat to S.O (v): to talk to / chat with someone Writing lesson of Unit 13: Describing a film After performing a sample reading describing the movie Titanic, students will answer questions about the film From answering questions, teachers instruct students to draw out the structures of the whole questions If we pay attention, we will see that each question will be a category of the movie For this type of post, we need to ensure the following: - Name of the film + The name of the film is Titanic + The film's name is Titanic - The kind of film + It's a romantic / detective / horror film… - The content of the film + It's about… + The film is a story of …… + The film tells us a story about… - The setting of the film: location and time of the event in the movie + The film is set in …… (a small village in 1998) + The story takes place in… - The movie is based on which works and events (if any) + The film is based on a true story in 1990 + The film is based on a novel of Nam Cao + The film is made based on the event of… - The main characters in the movie + The two main characters of the film are Leonardo and Vivien + The main actor / actress of the film is …… - My knowledge about the characters + Leonardo is very famous actor + Nicole Kidman has won some Oscar prizes - The ending of the film (happy or sad) + The film has a sad / happy / tragic ending - My feeling about the movie 12 + I think the film is very interesting / boring / frightening /… - What did you learn from the movie (the lesson you can learn from the film) + The film makes me realize that I must appreciate the life and what we have + The film strengthens my belief in human ability + Thanks to the film, I realize that if we are strongly determined, we can make our wishes come true despite the difficulties in life After doing this work, the rest is relatively easy for students to use these structures to describe their own personal favorite movies 2.3.9 Use the Power Point and projector during writing lesson (Unit 6: Writing a confirmation letter) It can be said that the application of modern means to teaching has created many favorable conditions in the teaching process for teachers, while also helping students get used to the strong development of information technology, science and technology For foreign languages, the application of modern means to the teaching process is more necessary than ever However, it is not easy and simple to use modern means in effective teaching After a short time applying the facilities to English teaching, I boldly present the lessons (I not use the word "experience" - maybe this is not an experience) that I have learned From the process of using modern means to teach English: Using Power Point and projector in writing lesson (Unit 6: Writing a confirmation letter) In my opinion, the use of modern means in writing teaching is very effective: - The actions to warm-up for writing lessons are very fast, shorten the time to write - Students have plenty of time to discuss in class before writing - Enhance their teamwork (the struggle between group members, between group and group), making the classroom atmosphere more floating and positive - Teachers have time to correct many mistakes for students, from which students have the opportunity to overcome their own shortcomings Section Writing lesson of Unit 6: Writing a confirmation letter In this article I conduct the following steps: - Prepare: + Prepare lesson with Power point + Clear paper (8 sheets) and pens (8 pieces) - Teaching aids and facilities: + Multi-purpose projector (for Power point presentation) + Overhead projector (to project clear paper): used for editing lessons for students - Implementation time: 45 minutes - The teaching hour process is as follows: Step 1: (5 minutes) • Teacher asks students to list types of letters that they have written or know (can be in Vietnamese or in English) • Show Slide in Warm-up (as shown below, without hyphen): Give the students the Matching form, it quickly in minutes: One column is Kinds of letters and the column is Characterized sentence of the letter Students must grasp the typical sentences of each type of letter Teachers can write on the board the symbols of the 13 same column in this column, respectively 1,2,3,4,5 and the other column a, b, c, d, e for easy correction for students Then ask 3-4 students to give their answers, teacher presses the phone to check the results • So, after completing step 1, students have visualized what today's lesson is? SLIDE Step (7 minutes) • From what was done in step 1, teacher introduces the new lesson Teacher projects Slide (As illustrated) • Teacher asks students to read and grasp the tasks they will in Task Ask students to open the book on page 69 SLIDE 14 • Teacher shows Slide (Slide 3a) (without Requests and Confirmation below), ask students to read carefully letters (Russian and Chinese) then find out the request in Russian letter and Confirmation in letter of Flowers (5 minutes) • Teacher asks students to give their answers, teacher writes down their answers on the board, after teacher presses the camera (Slide 3b) for students to check the results SLIDE 3A SLIDE 3B Step (5 minutes) • Teacher asks students to read the letters again and then find out and underline new words and structures (students can predict the meaning) 15 • Teacher shows Slide (as illustrated): • Ask students to listen and repeat a few times, teacher explain more if necessary then ask students to take quick notes in notebooks SLIDE Step (12 minutes) Task • Teacher shows Slide 5A, ask students to read carefully the task to be done, then ask students to determine the central requirement of each situation, teacher calls a few students to read the answers aloud • Teacher presses the camera to project Slide 5b • Students observe and compare results with previous answers • Teacher emphasizes again the focus requirement of each situation and asks students to divide into groups (usually each class has teams, each team divided into small groups) In the writing part of this article, I organize for students to group activities: Groups of groups and will write case 1, groups in groups and will write case All groups will the writing on clear (prepared) paper within 10 minutes • Teacher walks around the classroom observing the groups working and helping if necessary SLIDE 5A 16 SLIDE 5B Step 5: (10 minutes) • Ask groups to change their writing, find, underline and correct their mistakes side by side if they think it is wrong (2 minutes) • Teacher collects the groups' papers and uses the projector to in turn correct the lessons for students: comment on the meaning (content) and grammar, and grade each article • Teacher gives general comments and draws general conclusions about errors that students often make: sentence structure, correct / wrong word usage, word order, sentences with no clear meaning, and give how to overcome, learn from experience for the next article Step (5 minutes) • Teacher shows Slide 6: (As illustrated) • Give sample articles for each situation, ask students to copy them for reference and additional projection at home • Teachers can rely on the situation of each class to create more exercises in similar form for students to practice at home (optional) 17 Sample writing of situation Sample writing of situation With this teaching period, students are very interested in learning, the learning atmosphere of the class is very popular, most of them work very hard and bring high learning efficiency I have also used modern teaching facilities in quite a lot of lessons in all skills, from which I have learned that the correct use of teaching aids and tools is appropriate each type of lesson, each skill, each subject student is not easy However, we not dare to use them, but it is important that after each use we learn something for the next use, and we also need to combine the utensils and that means in a smooth and reasonable way Through this presentation of a teaching session written in Power Point and Projector, I hope to receive the input of teachers to use modern teaching tools and tools more and more widely and effectively 2.4 The effectiveness of teaching methods were applied to educational activities, myself , my colleagues and the school 2.4.1 Results: With the solutions and the methods that I have applied (as presented in the content section), combined with the attention and direction of the school administration, the exchange among professional team members about applying suitable methods for each student in mountainous schools After a year of learning applied in practical teaching, I have gained encouraging results The majority of students have gradually improved their learning quality, at the same time they also gradually filled up the lack of knowledge, thereby developing more skills and techniques in using English In addition, during the teaching time, I always make students interested in learning with short but witty stories, fun quizzes, and fun games suitable for the lesson type, highly educational Over the past year, they have regained their confidence and improved their creative thinking in learning 18 2.4.2 Specific results: The result of class 10A2 in the academic year 2020 – 2021:  Before applying the method Number of students 38 100%  Excellent-good 0% Average 21 55,3 % Weak (bad) 17 44,7 % Average 30 79,0 % Weak (bad) 7,9 % After applying the method Number of students 38 100% Excellent-good 13,1 % b Relevant lessons: To get good results from the teaching activities, the teachers must:  Take time to apply active teaching methods combined with traditional methods  Spend time researching each writing lesson and all references to active teaching methods to select appropriate classification  Build the questions for discussion in the order from low to high, from simple to complex  Create a friendly learning environment for students to openly promote the initiative and actively cooperate together in study  Make the students understand the positive effects of cooperative teaching methods both in theory and practice  Combine with other teachers and youth organizations to encourage and attract students in active learning, build a sense of self-study for students If we combine all these factors, we can achieve success in innovating teaching methods effectively Conclusions and suggestions 3.1 Conclusion Thus, through the method of classifying articles in a specific and detailed way, students have been systematically oriented in each lesson By this method students have created interest in writing skill; they gradually make progress in learning English I hope that by sharing my teaching experience, this method will be widely applied and perfected to bring better teaching effect 3.2 Suggestions - For the renovation of teaching methods effectively requires close coordination and attention effectively close direction of the leadership - Quickly stability program, a reasonable amount of time for teaching - learning 19 - In particular, mountainous schools need to be provided and equipped with more modern teaching facilities and equipment to meet the needs of innovative teaching methods Sincerely thank Thanh Hoa, May 15, 2021 HEADMASTER’S CONFIRMATIONS I strongly ensure this is my own work Writer Nguyễn Xuân Tuấn 20 ... 6: Writing a confirmation letter) 2 .3 Learning and classifying writing types, determining the purpose of the writing lessons 2 .3. 1 What is teaching writing? What steps we need to take in the. .. know the aim – why they are writing Know the audience – who they are writing to Know the genre – what type of text they are writing Have enough time for: thinking about the topic Brainstorming... keep students interested in writing lessons and to improve their writing skills, I have applied the following methods to teaching writing skills Learn and classify article types, determine the