Some experiences help 6th graders practice writing a passage oran e mail on the topic learned in english 6 program effectivelly

1 INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPIC The main purpose of teaching a foreign language is to develop communication skills in the foreign language In order to have a comprehensive communication, in addition to the need to speak a foreign language fluently, express themselves fluently and suit their own opinions, learners must also write correctly, coherently and effectively in the foreign language there Writing skills are one of two extremely important productive skills for learning any language, and English is no exception Writing is a delicate combination of teaching other language skills, it can be an engaging, enjoyable and inspiring activity for young English learners For the 6th graders, they are eager to learn and think positively, they learn through communication with their peers, and with their teachers during lessons Wellplanned collaborative English writing exercises that will help exploit all of these elements in your child However, through direct teaching, attending hours, and exchanging experiences with a number of colleagues, I have noticed the organization of teaching and implementation of teacher activities in special writing skills is the practice of writing short paragraphs, e-mail on lesson topics for 6th graders still has many limitations Through paper-based tests, most students' writing results are still low Students are also passive, less interested and less confident when participating in writing, leading to boredom and lack of depth in each lesson Realizing the importance of writing skills, I boldly chose to research this topic to help myself understand more deeply about the purpose, requirements as well as the methods and skills of teaching to improve effectiveness and subject teaching results For the above reasons, I chose the topic “ Some experiences help 6th graders practice writing a passage or an e-mail on the topic learned in English program effectively” I hope the reality of my work will help Ss to be more active in learning, accumulated knowledge, skills and create a lively atmosphere in the school, improve learning outcomes subjects I look forward to sharing, commenting and contributing ideas to my Experience Initiative excellently from my friends, my colleagues, the readers and my friends 1.2 PURPOSE OF THE STUDY: The study, using innovative approaches to teaching transplant program details Write a short paragraph or an e-mail in English pilot program to: + Help teachers design and organize a lesson, how to practice writing effectively + Help the student's mind smoothing, comfortable, with passion, excitement with every lesson + Find out the methodology of guiding students to train optimally applied to each class, each form of instruction to improve student self-learning in particular improve the quality of students' learning in general for English subject + Help teachers factual basis to identify the strengths and weaknesses of his/ her self-improvement training activities, striving to continuously improve the quality and effectiveness of teaching Thereby, the exchange of experiences with colleagues, and finding better methods for teaching "write a short paragraph or an e-mail " 1.3 Researched participants: - In this topic, I study the basic solutions after basic application for students in grade 6, Quang Long Secondary school, the medium students - the majority of subjects - The use of effective tricks in teaching writing skill - Create maximum written opportunities for students 1.4 Ways to conduct the theme: - Methods of theoretical research - Investigation method: Investigate, learn the reality of writing skills students at Quang Long secondary school - Methods of observation: Timekeeping, visiting class, observing the activities of teacher and student - Experimental method: teaching some lessons in grade RESEARCH CONTENTS 2.1 The theoretical problem of size I have researched and learned from my experience to build the approach to improve the 6th grade students' English writing a paragraph or e-mail skills the following rationale: - Based on the characteristics of English Secondary School Program - Based on the principles and nature of teaching, the characteristics of the set method subjects and steps in teaching writing skills - Based on the school's physical conditions - Based on the mind and physiology of the 6th grade students and the cognitive processes of this age - Based on the results of the investigation From the basis of the above properties, the following points are drawn: + Teaching writing is in combination with other skills When students know how to choose words such as types of words, word combinations, verb periods, prepositions, they already know how to synthesize knowledge such as grammar, vocabulary, information while reading, listening and speaking to express what they want to say in written language + Writing skills help students have the conditions to practice their thinking ability, creatively express their personal thoughts and implement the principles in each foreign language lesson, namely: Old revision - New practice -> help to learn Students have new post sensations, new knowledge is nothing difficult, and scary + Students in grades 6, aged 11-12, are still weak with all skills (Listening Speaking - Reading - Writing) due to many different psychological reasons such as embarrassment, hesitation, due to a small number of students having conditional writing practice will overcome the above limitations and through writing, students often show their strengths and weaknesses so the teacher can firmly grasp the level of each object + Through writing practice, students develop the ability to express an idea, a thought in many different ways to ensure all students in the class are participating in learning activities in the same class For a certain time -> to help students have a more serious sense of learning, pay attention to listening to lectures in class and actively practice at home more: must memorize and write correctly new words, must memorize structures New sentence structure, new pattern Here, the question arises: Why we need to give students the opportunity to practice English writing? The answer is because writing tends to be forgotten in the classroom at times, but it is an essential part of language development 2.The state of research issues: 2.2.1 General situation of teaching and learning writing skills The goal of teaching and learning foreign languages is to provide learners with media or in other words, improve communication capacity for learners To acquire the ability to communicate, four language skills (reading, speaking, listening and writing) are routinely taught in schools, of which writing is important as it is a skill to reinforce The grammar structures and vocabulary that students learned in the previous lessons of the topic Besides, students need to make efforts to express their ideas through practice and practice They recognize themselves a real need for using and finding the right words and the right sentences The close relationship between writing and thought makes writing a valuable part of any language "(Raimes, 1938: 3) Forging skills of writing short paragraphs, emails for students in grade according to the requirement of each unit, takes place regularly after each topic 2.2.2 Difficulties writing a short paragraph or an e-mail In fact, middle school students in general, especially 6th grade students in Quang Long High School in particular are very weak in writing short paragraphs or e-mail on topics + Firstly, most of them lack vocabulary and sentence structure When writing, students make many mistakes in words, grammar, organization, and expression of ideas + Secondly, each student has their own difficulties, but the limitation of vocabulary and grammar, difficulty in expressing ideas and using linking words are their most fundamental difficulties Grade students + Weakness in expressing ideas is also a big problem for the 6th graders They are familiar with the Vietnamese way of thinking, so their ideas appear indirect and long They not focus on the main point of the problem, some write a lot but the sentences are not connected, so the writing is ambiguous and unreasonable + Learners often see writing as a risky challenge with predictable results Learners 'fear stems from correcting mistakes and forcing themselves to please their teachers or to satisfy classmates' expectations, leading to them being afraid to learn and improve their writing skills 2.2.3 Specific investigations: Right from the beginning of the school year, I was driven to my plan and specific methods to actively investigate the situation of my students’learning to teach I have set up surveys with content and I will present the results later * Survey of interest in learning: The fact that through the survey and exploration of the attitudes of students to writing classes and excitement of learning 6A and 6B grade students beginning the first semester of the academic year 2020-2021 before applying themes : QUESTIONNAIRE ( face to face in communication and observation) Are the topics close to you? What topics are boring with you? Are activities appropriate to your level? Are you sefl- confident to learn writing skill? Do you have any difficulties practicing writing skill? Do you discuss to find ideas for the article before writing Do you enjoy free writing or guided writing? Are they allotted time to complete the lesson? Some suggestions / requests: * Results of the survey I with colleagues in the investigation group, We explored objectively, interviewed 80 students directly and also collected the following results: + Some topics are not close to the level and the knowledge of the children: 65% + The good news with question is that 80 interviewed children are very interested in the topics of the lessons + Activities are not appropriate to their level: 44% + 70% have difficulties in searching and organizing ideas + Writing under time pressure in class also received a pretty positive response + Regarding the commenting and commenting activity of the teacher for the student's draft, normally, students can not detect all the errors in the essay when they correct each other, but the teacher, with the ability Higher qualifications can point out mistakes for them, so the corrections from teachers are always appreciated This is the idea preparation phase that helps students select the best ideas and eliminate These ideas are not really useful for my articles Moreover, when students share and discuss ideas with each other, they will learn more from teachers and classmates + Students are afraid of making mistakes in the writing process: 77,5% + Students may not understand what to in the writing activities: 43,8% Morever, through observing students'participating in practicing writing English in the lessons, only a few students voluntarily focus on the task In addition, certain limitations in the application of methods and skills to teach classes in specific lessons in a long-term also affect the ability of students This misconception of teachers and students needs to be changed Through the analysis above we see that most children with the love of the subject, preferring to dominate the knowledge and desire to express their own language in written language, but the capital they need to be led cleverly, scientificly from teachers * Learning Outcomes Quality survey results at the beginning of the school year before applying, it reflects problems in the situation of students, with assessment and its own specialized professional group Thus, not only in quality but almost every lesson overall quality is not high Specifically: Class 6A( 40 ss) 6B(40ss) Well - Good Numbers (%) 10,0 12,5 Fair Numbers 23 21 (%) 57,5 52,5 Weak-Poor Numbers (%) 13 32,5 14 35,0 In summary, the survey of two contents in order to determine the factors that hinder the ability to communicate in written language, ability to grasp the language of students, redefine the original reason I summarize some hard following main problems: About students: - Some lessons have distinct language training contents - Many activities are incompatible with the specific qualifications of students - Students have the habit of relieving, not willing to brainstorm the knowledge they have learned - Students fear of making mistakes in the procedures - Students may not understand what to in these activities “ write” Other difficulties: There are topics given by the teacher not really appeal to students, vocabulary is not enough to provide for students to express their opinions out Furthermore, students who have not really had an English environment on a regular basis to help them practice and reinforce their skills The biggest obstacle hindering the development of student skills in English are situated in the main learning styles Too many theoretical courses led to passive students in learning, they gradually become less dynamic and creative That habit of learning has led to a lack of confidence in writing English 2.3 THE SOLUTIONS/ PROCEDURES 2.3.1 The Importance of Developing English Writing Skills for Grade Students "Writing" is one of four important skills in teaching English so that students are able to practice fast and written communication effectively Writing skills help students to have more training in a lesson Guiding the principle in every hour learning foreign languages: old - new training All new knowledge is gradually elicited from the knowledge learned in the previous lesson which makes students not afraid of new lessons While learning English, students can learn from each other, correct each other without being afraid of the teacher On the basis of the theory, the scientific basis of the subject and the actual quality of students’ learning in my school I did the research, and used it to draw some lessons to be applied in the lessons effectively 2.3.2 Some activities have been applied For Grade English, most short paragraphs or e-mail exercises are in controlled form So teachers' instructions can be detailed or simple depending on the student's level To make an article of this type, the teacher needs to perform the following steps: 2.3.2.1 Pre - writing In general, writing articles usually start with an outline, a sample article or suggested words or phrases Teachers introduce vocabulary or situations through pictures or reading comprehension activities, students grasp how to present an essay according to a certain purpose or requirement Then, students will work on writing as required, with specific instructions and suggestions for weak, average students or creative free extension writing for good and good students This is a seemingly simple period, but it is an important part of an hour of successful writing instruction Through the fact that I went to class visit, my colleagues noticed that in this part, teachers have not really invested in ideas, information as well as grammar structure and necessary vocabulary to attract the attention of the student content of the lesson The teacher only guided through the textbook This causes some difficulties for students when writing because students often lack vocabulary, lack of ideas when expressing sentences So I searched and offers some activities in the Pre - writing section of my lessons a Guided questions or questionaire Through the topic of the essay or a sample essay, the teacher gives a number of suggestive questions related to the topic of the essay to guide students into the main content of the essay b Brainstorming In this activity, the teacher asks students to practice in groups, listing ideas related to the topic being discussed Then the teacher sums up ideas on the board or asks representatives of the groups to present.Teachers have students recall language knowledge learned in previous unit classes The above activities are simple for the teachers but it creates a vibrant learning environment for the children Children are drawn to the content of the lessons from the preparation, so the quality of teaching and learning hours increases each day 2.3.4.2 While - writing Once there is an outline for students to write While students are writing, the teacher needs to observe and support their work Students can discuss with their partner or group Teachers can also assist with vocabulary and grammar structures if needed If students write individually, ask each child to have a small handout If it is writing in groups, tell them to send their group leader to write in the handout Teachers come in groups to make sure everyone is working When they finish writing, they exchange their papers for each other's Comments and comments In this stage, with the existing outlines but the underperforming students still have many difficulties in completing their writing according to the requirements and the content of the lesson So I have given some activities below to help students understand and complete writing as required a Question - answer writing In this activity, the teacher asks questions related to the topic to be written, and students answer questions Students then rearrange answers and use sentence matching strategies to write coherent text b Writing based on a text + Students read through a sample writing using a modified outline to write a complete text similar to the sample writing + The above activities I have applied to our school's underperforming students Although this form of exercise has not brought creativity to students, it also partly helps students practice writing skills 2.3.2.2 After writing (Post- writing) After they have finished writing or run out of time allotted, teachers check their work using a variety of formats Traditionally, I record and read and correct all the students in the class There are many ways to correct them, but it is best to suggest students to recognize their mistakes and correct themselves Teachers can only underline errors for students to correct themselves, and can write edge types of errors (using wrong tense, using wrong prepositions - pre, misspellings - spells ) for students to find out the mistakes themselves and fix Another way is to have students read their own writing or that of their friends' writing (articles are written in the handout to hold) Read or stick it on the board) The whole class commented, discovered and corrected the article However, at this step, the teacher needs to give criteria on all aspects of the article such as content accuracy, language, clear and convincing style This is also the perfect step in the writing lesson, so the teacher should pay attention and not be ignored to help students improve and self-improve their knowledge * Activities have been applied In each writing period, I often give points to each aspect of the writing to help students evaluate their own writing first - The criteria to pay attention to when editing the article: + Content: Enough, missing or redundant? + Language accuracy: Have words, phrases or sentences been used right or wrong, appropriate or not? + Expression: Clear? Layout? Logical? I will then apply students' writing activities towards creating a learner-centered classroom environment through students correcting each other's writing a Sharing and utilize In this activity I ask two students not to sit side by side to exchange their writing and correct each other With this activity, students can detect mistakes and correct them, compare ideas with their friends to enrich their writing b Exhibition + Students write their drafts on a supplementary board or flipchart and hang them in front of the class Students read aloud texts to each other, exchange and compare their own writing Teacher commented, added at the end + Using process-based literacy allows students to interact with each other and with their writing After they finish the pre-writing process with the draft in hand, they can re-edit (correct) each other by exchanging the articles and correcting their friend's writing Finally, the teacher lets the children move on to the assessment of the quality of their writing Here are some specific examples when preparing the content of implementation: 2.3.2.3 Examples 2.3.2.3.1.How to write an email to your friend For this type of exercise I give specific examples with the topics below: Topic 1: How to write an email to your friend to describe your house ( Unit 2: At home (Skills – Writing) + The purpose of this section is that the students can write an email to their friend to describe their house + To help students practice writing effectively, I help them shape what language they need to use: What is an e-mail? To write an e-mail, students first need to know what e-mail is? (E-mail is the abbreviation of Electronic Mail in English, meaning email, used to send and receive mail over the Internet.) How to write e-mail to a friend on given subjects: Ex: How to write an email to your friend to describe your house Home description Ask students to look at Lan's e-mail to a friend describing Lan's house and analyze how to write an e-mail to her friends to describe it Instruct students to take the following steps: - After opening the compose window, follow these steps: Enter the recipient's address - To In this section, teachers instruct students to enter e-mail addresses of their friends that they want to send e-mails to For example: phuong.trinh@gmail.com or laura.vega@gmail.com Enter a subject - Subject Subject is useful to generalize the main body of the message The subject should be clear, concise and concise so that the recipient can clearly understand the purpose of the e-mail that the student wants to write Ex: for an email that says a description of your house, the title could be: My House Write the text of the e-mail in the space below the Subject line This section is structured like an ordinary letter Specifically, includes the following: Greetings - Greetings Since this is an e-mail to a friend, children can use informal greetings such as: Hi / Hello / Dear + name, Note: Add an "," after the name For example: Hi Phuong, / Hello Linh, / Dear Jessica, Content - Body The body of an e-mail usually includes the following main contents: a Inquire about health, study, thank e-mail in advance or write the reason for writing e-mail - Ask students to recall the content learned in the lessons in unit to come up with sentence patterns - Teacher suggests some common sentence patterns: + How are you? + How is your study at school? + It was very kind of you to write to me + I'm writing to tell you about … b The main content the writer wants to convey + In this part, teachers guide students to write the main content of the email they are sending to their friends + For an e-mail sent to you for the purpose of a home description, in this section you might suggest the following: + Describe where to live or with whom Ex:I live in a town house with my parents and my younger brother * Ask the students to give them some vocabulary indicating the type of house they could use: Type of house: a country house a town house a stilt house an apartment a villa * Describe specific address where you live (house number, street name / district, district / city / province ) For example: + My house is on Cau Giay Street + I live in Ocean Hill, New York City * General description of the house: + what does it look like? + How many rooms? + What are the rooms? Ex: My house is (really) big There are six rooms: a living room, two bedrooms two bathrooms and a kitchen * Some adjectives they can use to describe their house: small, large , spacious , beautiful/pretty , ugly, old, modern, chilly (lạnh lẽo), * Describe location of rooms Ex: My bedroom is next to the kitchen * Some prepositions indicate positions they can use when describing houses: in,on , behind, in front of, under, between, above, next to/by/beside , near/close to , *Describe objects in the room Ex: + One of the lamps is on the desk next to the bed + The other lamp is in front of the bookcase *Express your feelings about certain houses / rooms in the house Ex: I really love my bedroom so I decorate it with a lot of football stickers and coins that I have collected c End the e-mail *You can end your e-mail in the following ways: + Schedule recipients to respond to their e-mails + How about you? Write me soon and tell me about your house * Say goodbye + I have to say goodbye now + Must go now *Send wishes + Best regards, + Best wishes to your family, *Signature - Signature Ex: Lan Laura After guiding students to grasp the steps above To increase their vocabulary, structures, and ideas, the teacher could give them a number of exercises: Practice: Write an e-mail to a friend describing your home (This exercise can be done at home or during revision periods) * Suggestions: You can refer to the following questions when writing: Where you live? Who you live with? Which kind of house you live in? (a country house/ a town house/ a stilt house/ etc.) How many rooms are there in your house? What are they? What you have in each room? Which room is your favourite? Why? What you like most about your house? Do you like your house? Why or Why not? They can also re-read the sample introduction at the beginning of lesson to thisexercise In conclusion, Follow the steps so as to avoid lessons discrete Students are not too dependent on textbooks, to gain time for practice, no downtime Especially, all students are practiced the language effectively Topic 2: Write an e-mail to a friend about your Tet holiday Include what you will and won't Also include things people should and shouldn't (Unit 6- Skills 2) In this lesson, students will learn how to write the content of an e-mail to a friend with the topic of Tet holiday First, ask students to look at the problem paper to find out what the letter is supposed to be (2 main contents) - The first content, students will write about what they plan to or not to on Tet holiday - The second content is what everyone should and should not during Tet To give students an overview of an e-mail, similar to the implementation of topic above (Since the frequency of writing an e-mail is not much in the 6th grade, I want my students to master this approach so that they will not be surprised) I let the students look at Lan's e-mail to Phuong to write about Tet and analyze the content of the letter From: lannguyen@gmail.com To: phuongbui@gmail.com Subject: Tet Holiday Dear Phuong, I feel very excited because our Tet holiday is coming This year I will learn how to make banh chung from my parents It must be very interesting I will also receive a special gift from my parents since I have got a lot of good marks in my final examination I can't wait This New Year's Eve I won't go out because it will be very cold You know, at Tet, people should give children lucky money in red envelopes In addition, people shouldn't break things because it may bring bad luck, especially on the first day of the New Year I will write again soon to tell you more! 10 In addition to using phrases, the paragraph also uses flexible writing with descriptive sentences such as: + “the traffic here is also great ” (giao thông tuyệt ) + “my neighbours are incredibly friendly and helpful.” In order to have a clearer and more coherent layout, the writer has used linking words such as: First (Đầu tiên), Second (Thứ hai là), Also (Ngoài ra) Write about what you don't like about where you live Paragraph shifts from talking about good to bad as much as from linking:However Then talk about what you don't like and explain to it:“it's so inconvenient because ” If you want to list many bad points, you can use the spelling using phrases, descriptors, and linking words as in item above Some phrases that can be used for this part include: narrow/crowded/busy streets , unfriendly people, expensive fruit and vegetables , v.v + Phrase transition example :narrow and crowded streets - The streets are narrow and crowded End + The paragraph ends with affirming the writer's feelings for where he lives: “Despite that, I still love living here.” + If you don't like where you live and want to move, you can write:"I really dislike living here and I would like to move to another neighbourhood one day." PRACTICE: Write a paragraph about your neighbourhood saying what you like or dislike about living there - The paragraph should have a clear and coherent layout thanks to the linking words - The passage fully answers the questions: + What you like about living in your neighbourhood? Why? + What you dislike about living in your neighbourhood? Why? They can also re-read the sample passage at the beginning of lesson Topic 3: Write a travel guide about a place you know Invite the students to watch the sample passage below: This travel guide is for people who want to visit Ha Long Bay, one of the seven natural wonders in the world Ha Long Bay is located in Quang Ninh province which is in the north of Vietnam It is nearly 200km from Hanoi So it takes you about hours by car You can also travel there in a coach or even in a helicopter on Saturday The best season to visit Ha Long is in summer when the weather is warm and sunny Ha Long Bay has many beautiful caves and islands; therefore, you must take a boat trip to enjoy the view here You certainly must take pictures to remember the trip better, too If you are an active person, you must the water sports here like swimming, sailing, and windsurfing One more thing, you must try the seafood here because it is incredibly fresh and delicious With this travel guide, I hope that you will have a wonderful time here in the number one natural wonder of Vietnam Here we analyze the above article to better understand how to write a travel guide for a landscape The sample paragraph above has the following layout: Open the paragraph The passage begins with the introduction of the names of the sights that will be described in the tourist guide: This travel guide is for people who want to visit Ha Long Bay, one of the seven natural wonders in the world 14 Please change the name of the scenic spot to suit your article Introduction to the geographical location and transportation to the scenic spot - The geographical location of Ha Long Bay is described in two sentences: Ha Long Bay is located in Quang Ninh province which is in the north of Vietnam It is nearly 200km from Hanoi - Likewise, they can write about the geographic locations of other landmarks using the structure: + It is located in (Nó nằm ) + It is km from (Nó cách km.) - In the next two sentences, the author writes about the means of transportation that can travel to Ha Long Bay: So it takes you about hours by car You can also travel there in a coach or even in a helicopter on Saturday - Thus, the author used the phrases by car, in a coach, in a helicopter to write about means of transport that can reach Ha Long Bay - Depending on the location you choose, you can use more transport phrases such as by ship, by plane, by train - In addition, the author also introduces more about the best time of the year to visit here: The best season to visit Ha Long is in summer when the weather is warm and sunny Describe the special features of the landscape as well as activities to when visiting In the next sentences, the author describes the specialties of Ha Long, and activities that tourists must when visiting: Ha Long Bay has many beautiful caves and islands; therefore, you must take a boat trip to enjoy the view here You certainly must take pictures to remember the trip better, too If you are an active person, you must the water sports here like swimming, sailing, and windsurfing One more thing, you must try the seafood here because it is incredibly fresh and delicious We see special features of Ha Long described by the following structures: S + has + …: Ha Long Bay has many beautiful caves and islands S + is + adj :it is incredibly fresh and delicious And the activities visitors need to upon arrival are presented with the structure: You + must + V … :you must take a boat trip to enjoy the view here End: The author ends the paragraph by emphasizing the effect of the travel guide just written With this travel guide, I hope that you will have a wonderful time here in the number one natural wonder of Vietnam PRACTICE: Write a travel guide about a place you know The passage fully answers the questions: • What's the name of the place? • Where is it? • How far is it? • How can you get there? • What's it like? • What is special about it? • What can you there? Topic 4: WRITE A SHORT DESCRIPTION OF YOUR TV WATCHING HABITS A Theory: Students can build ideas for their writing based on the following questions: How many hours a day you watch TV? To answer the above question, use the structure: “spend + time + V-ing” Ex: I often spend from two to three hours a day watching TV Or say specifically how much time they usually spend watching television 15 Ex: I only watch TV in the evening from to How you compare the time you spend watching TV to the time you spend on outdoor activities? When comparing TV time with the time spent in outdoor activities, comparison structures such as: more than (hơn) , less than (kém), the same as (bằng),… Ex: I spend less time doing outdoor activities than watching TV The time for watching TV is the same as that for doing outdoor activities Do you watch TV when you are eating/ entertaining/ reading …? You can use present continuous tense (to be + V-ing) and list activities you usually while watching TV to answer this question Ex: I often watch TV when I am eating or doing the housework I watch TV whenever I have free time and even when I am eating What kind of programme you watch most? Structure: I like / I usually watch + tên chương trình u thích Ex:I usually watch cartoons and some game shows After listing the type of show they watch, they can also say specifically the name of the program or the reason why they like Ex: The game show I like most is “Who wants to be a millionaire?” I have learnt a lot of interesting things from this programme Do you leave your TV on when you are not watching it? Structure: I often leave the TV on / turn off the TV Ex: I always turn off the TV when I am not watching it I never leave the TV on when I am not watching it How you think about your TV watching habits? The paragraph ends with a comment about whether your TV habits are good or bad, and you can use a sample sentence: In my opinion/ I think, I have good/ bad TV watching habits EX: I think I have good TV watching habits In my opinion, I have bad TV watching habits Now invite them to read the short passage Nam wrote about his TV viewing habits Read it carefully and see how she deployed the questions above I enjoy watching TV a lot (1) I often spend from two to three hours a day watching TV (2) Therefore, I spend less time doing outdoor activities than watching TV (3) I watch TV whenever I have free time and even when I am eating (4) I usually watch cartoons and some game shows The game show I like most is “Who wants to be a millionaire?” I have learnt a lot of interesting things from this programme (5) I always turn off the TV when I am not watching it (6) I think I have good TV watching habits As you can see, Nam has done quite well the six questions above Before he began to answer the questions, however, Nam had a brief sentence to lead to that song,“I enjoy watching TV a lot”.This sentence has the effect of suggesting the reader about the content to be deployed next * Some notes when writing: + Use frequency adverbs when writing about habits such as: always,usually, often, sometimes , seldom, never, + Use words or phrases that connect ideas 16 + As in the above paragraph, you Nam can use words / phrases: therefore , and + In addition, they can use other words / phrases such as: so, but, however,although Besides, B PRACTICE: Write a short description of your TV watching habits Suggestions: You can refer to the following questions when writing: Do you like watching TV? How many hours a day you watch TV? How you compare the time you spend watching TV to the time you spend on outdoor activities? 4.Do you watch TV when you are eating/ entertaining/ reading …? What kind of programme you watch most? Do you leave your TV on when you are not watching it? 7.How you think about your TV-watching habits? Topic 5: WRITE A PARAGRAPH ABOUT A SPORT/ GAME YOU LIKE A Theory: In this module, we will learn to write about our favorite sport / game together They can build ideas for their writing based on the following questions: What is the name of the sport/ game? (Tên môn thể thao/ trị chơi gì?) At the beginning of the paragraph, introduce the name of their favorite sport / game To answer the above question, you can use the structure: I like/ love/ enjoy playing + tên môn thể thao/ trị chơi… My favourite sport/game is + tên mơn thể thao/ trò chơi … Some sports or games: football,volleyball, tennis, badminton, basketball, chess, Ex: I enjoy playing basketball My favourite sport is football Is it a team or an individual sport/ game? Depending on the number of people participating in the sport / game you will write whether it is a team sport (multiplayer) or individual (only one player) Ex: To talk about soccer you might write: It is a team sport To talk about bicycle racing they could write: It is an individual game How many players are there? There is/are + số người chơi Ex: There are two teams and each team has eleven players in a football match There are two teams of six players which are separated by a net in a volleyball match Alternatively, they could write a few more sentences about the rules of the game in this section EX: To talk about soccer you might write: They try to keep the ball with their feet, pass and kick it to the goal of the other team to get scores How long does it last? When saying how long the sport / game will last, you can use structure: S + last + time Ex: A football match often lasts ninety minutes with two halves and each half is fortyfive minutes There is a fifteen-minute break between two halves They could write one or several answers to the question above Does it need any equipment? Next, they will talk about equipment for the sport / game Sample sentences can be 17 used: It needs + tên thiết bị… (Nó cần…) I/ We + can play+tên mơn thể thao/ trò chơi + with/by + tên thiết bị… Ex: It needs only a ball I can play football everywhere with a ball and my trainers Why you like it? At the end, students can state their feelings, explain why they like the sport or the benefits it brings Ex: I love football because it is exciting It is also a good way for me to get exercise and have a lot of fun Now please read the passage that Phong wrote about his favorite sport Read it carefully and see how she deployed the questions above (1) My favourite sport is football (2) It is a team game (3) There are two teams and each team has eleven players in a football match They try to keep the ball with their feet, pass and kick it to the goal of the other team to get scores (4) A football match often lasts ninety minutes with two halves and each half is forty-five minutes There is a fifteen-minute break between two halves (5) It does not need special equipment I can play football everywhere with a ball and my trainers (6) I love football because it is exciting It is also a good way for me to get exercise and have a lot of fun As you can see, Phong has implemented quite well the above six questions The answers are numbered 1-6 corresponding to the questions posed *Attention when writing: + Use words or phrases that connect ideas + Like the above paragraph, Phong used words / phrases: and,because, also + Also, you can use other words / phrases like: therefore, so, but, however, although,Besides, B Practice Write a paragraph about a sport/ game you like - What is the name of the sport/ game? - Is it a team or an individual sport/game? - How many players are there? - How long does it last? - Does it need any equipment? - Why you like it? Topic 6: HOW TO WRITE ABOUT YOUR FUTURE HOUSE A Theory: What is your future home? In this session, we will learn how to write about our future house Read the information about Lan's future house and her description below As you read, pay attention to how you develop the information in the passage - Type of house: a large villa - Location: near the coast - Number of rooms: 16 rooms - Surroundings: coconut trees and blue sea - Appliances in the room: smart clock, modern fridge, automatic dishwasher, automatic washing machine, super smart TV My dream house is a large villa It is near the coast, surrounded by rows of coconut trees and the blue sea There are sixteen rooms in my house and half of them for relaxation and entertainment It has a big garage so that I can store my super cars there My house has wind power or solar energy I use hi-tech and automatic machines such as a smart clock, modern fridge, automatic dishwasher and washing machine They can be controlled by voice and help me tell the time, forecast weather, preserve food and wash dishes and clothes There is a super smart TV in my house I might surf the internet, watch my favourite TV 18 programmes from space or contact friends on other planets by this fantastic TV I might also join online classes on TV and not have to go to school Analyzing the above paragraph, it can be seen that to describe the dream home, we need to answer some of the following questions: What type of house is it? At the beginning of the paragraph, please introduce what kind of house of their dreams they belong to The sample questions are: My dream house/ home is + type of house Or: Type of house + is my dream house/ home Some types of houses you can write about are: villa, apartment , cottage , floating house , motorhome , skyscraper, palace, houseboat Ex:My dream house is a large villa A luxury apartment is my dream home Where is it located? Next, they will introduce the location of the house The places they can write to describe are: in the countryside,in the city,in the mountains, in space,on the Moon, on the ocean, under the ground,near the coast, Structure: It is + giới từ + nơi chốn Ex: It is near the coast What surrounds it? Structure: It + is surrounded by Children could describe the surroundings of their home as:mountain (núi), garden (vườn), swimming pool, old tree, blue sea, tall building , Ex: It is near the coast, surrounded by rows of coconut trees and the blue sea What does it look like? They will describe what their house looks like A possible sentence pattern is: There is/are + It has + Or: It is + tính từ miêu tả Ex: + There are sixteen rooms in my house and half of them for relaxation and entertainment + It has a big garage so that I can store my super cars there + It is very large with ten rooms and a big garage + They can also specify what the room is for What appilances does it have? When writing about home appliances, list some of the devices and what they You can refer to the table below: robot automatic washing machine super smart TV super car smart clock the housework (clean our houses, wash our clothes, water the flowers, mow the grass, feed the pets, ), look after the children or old people, wash and dry clothes, help us watch TV programmes from space, surf the internet, send and receive e-mails, order food from the supermarket, drive automatically, help us watch TV, listen to music, play music, tell the time, forecast weather, 19 • automatic dishwasher wash and dry dishes, modern fridge preserve and refresh food, Ex: -I use hi-tech and automatic machines such as a smart clock, modern fridge, and automatic dishwasher and washing machine -They can be controlled by voice and help me tell the time, forecast weather, preserve food and wash dishes and clothes When writing about the functions or the things that devices can do, use imperfect verbs such as: can (có thể), might (có thể), Ex: I might also join online classes on TV and not have to go to school In addition to the information above, you can also add some more descriptive sentences about your dream home, such as a power source or a vehicle Ex: My house has wind power or solar energy There is a submarine so that I can go to school Task 2: Write about your dream house Suggestion - What type of house is it? - Where is it located? - What are its surroundings? - What does it look like? - What appilances does it have? In conclusion, Follow the steps so as to avoid lessons discrete Students are not too dependent on textbooks, to gain time for practice, no downtime Especially, all students are practiced the language effectively 2.4 Achievements and proposed recommendations With some of my experiences in the application of specific lessons, after a while the quality of students’ learning improved remarkably The most evident is the hour of classroom teaching: students learning exciting, the number of students participating in lessons and positively increases, more clearly the questionnaire survey and the survey was first quality end of the first semester of 2020-2021 academic year low attendance rates fell more than 1st survey 2.4.1 Excitement learning Along with fellow teachers in one group investigated the questionnaire as 1st, emits 80 votes to 80 votes for and obtained the following results: QUESTIONNAIRE + Some topics are not close to the level and the knowledge of the children: 17,5% + 100% interviewed children are very interested in the topics of the lessons + Activities are not appropriate to their level: 17,5% + 22,5% have difficulties writing in English + Students are afraid of making mistakes in the writing process: 18,6% + Students may not understand what to in the writing activities: 13,8% 2.4.2 Learning Outcomes This is also the reason for the relatively positive results compared to the beginning of the school year by checking the subjects and students’ products Write an e- mail to your friend about your favourite room in the house 20 Write a paragraph of 100 – 120 words about your neighborhood Students’answers after each topic * Post-written test results applied: Write an e- mail to your friend about your favourite room in the house Well - Good Fair Weak-Poor Class Numbers (%) Numbers Numbers (%) Numbers 6A(40 ss) 23,1 25 64,1 12,8 6B(40ss) 20,0 25 62,5 17,5 Write a short paragraph of 120 words about your neighborhood Well - Good Fair Weak-Poor Class Numbers (%) Numbers Numbers (%) Numbers 6A(40 ss) 17,9 26 44,9 16,6 6B(40ss) 16,6 27 62,6 20,8 The initiative to apply this experience I myself have achieved some positive results First of all these experiences are consistent with the program, new textbooks; Students interested in learning more, proactive and creative in order to expand the understanding, while also very flexible in the perceived knowledge and skill development The air is heated gently learning, students have the opportunity to assert themselves, not worry confused when entering school This is going to cause relatively positive results of the last period and I survey the excitement of learning Especially, the students in grade th, who have experience my theme, performed a paragraph writing skill very excenlent in the knowledge exchange period of the district-level English club on March 30 with second prizes at high scores ( 16 -17,2) My students used written language confidently CONCLUSION, SUGGESTIONS AND RECOMMENDATIONS 3.1 Conclusion: After nearly a year of application of the subject, I found the class atmosphere really lively, the attitude of the children in learning English self-discipline and more active, they no longer thought only learn to cope Furthermore, the learning outcomes of students have also been improved significantly It is also the driving force that helps teachers’enthusiasm in the teaching lessons In addition, helping teachers adjust their teaching process in accordance with the level of knowledge, awareness of students We should take measures to stimulate, motivate Ss, inspire in their confidence, excitement and learning to overcome difficulties to progress Do not create tension, no words and attitudes forward children with severing language practice Although the 6th graders, they also have to be taught moderately and calmly Teaching methods of student-centered, promote creativity, active students, especially in the preparation of new posts require explicit contents Need to create a classroom atmosphere is friendly and cooperative taken "motivate, encourage" make weight Create new unexpected elements in each class Having a positive attitude towards language errors of students, helping students to learn from the errors of their classmates Creating language learning environment in schools and classrooms for students with many opportunities to practice using the written language in the school, organizing for ss working in individuals, in pairs and in groups reasonably and 21 effectively However, to apply these improvements effectively, it requires very careful preparation of teachers Teachers must redesign the Exercises, the Tasks in textbooks and additional forms of exercises close to the level of the students It can be summarized as lessons learned for myself as follows: - Teachers must always create an environment in school foreign language and to use English as the main language for communication Depending on the grade and subject the student, the teacher can use the English sentences short, simple, easy to understand, easy to remember, easy to - Teachers should not be paying attention to the fault of the students while writng Never force the students to stop writing while the student is trying to express his thoughts in English; - Teachers need to attract, attracting students in the form of activities, teaching techniques appropriately - In the period after writing exercises, the teacher should make the appropriate exercises, which features highly realistic communication 3.2 SUGGESTIONS AND RECOMMENDATIONS Through practical teaching and performing this subject I would like to propose a number of the following: - The school should pay more attention to creating exciting learning the foreign language to students through extra-curricular activities, aimed at creating an environment for students to practice and raise awareness of learning - Regularly organize activities for teachers together to discuss and learn from experience in the teaching process as planned, the size of the district and cluster so teachers can learn from each other - Initiatives or so widespread to the school I sincerely thank you! The headmaster’s Quang Xuong, April 10th 2021 identification: I am sure that I myself have written this experiential initiative This document is not someone else’s copy Vương Huy Dưỡng Lê Thị Hạnh TABLE OF CONTENTS 22 CONTENTS PAGES 1.Introction 1.1 The reasons of choosing the topic 1-3 1.2 purpose of the study 1.3.Researched participants 1.4 Ways to conduct the theme Research Contents 2.1 The theoretical problem of size 3-6 2.2 The state of research issues: 2.3 The state of teaching "writing skill" in an English class in Quang Long Junior High School The solutions 3.1 The Importance of Developing English Writing Skills for Grade Students 6-7 3.2 Some activities have been applied 7-9 3.4 Examples 10-19 4.Achievements and purposed recommendations 19 -20 REFERENCES ********* [1].Communicative Language Teaching (The Communicative Approach) BY MOHAMMED RHALMI : UPDATED MAY 18, 2017 [2] - English language teaching in upper secondary schools for Methodology (Thanh Hoa Department of Education and Training) - Trần Bá Hoành, Dạy học lấy người học làm trung tâm, Thông tin khoa học giáo dục số 96, 2003 [3] Documents innovative teaching methods (Ministry of Education and Training) [4] Tâm lý học lứa tuổi tâm lý học sư phạm-Phan Trọng Ngọ, NXB Đại học sư phạm Hà Nội [5] Teach English- A teacher- training coure for Cambridge [6] - Design Lectures English 8- Publisher education - Bộ Giáo dục Đào tạo, tài liệu Phương pháp kĩ thuật tổ chức hoạt động học theo nhóm hướng dẫn học sinh tự học, 2016 (Vụ Giáo dục Trung học) [7] The sources of information from the Internet - Nguồn: Tienganh123.com.vn - Nguồn: http://SKKN.vn [8] Các phuương pháp dạy học, kỹ thuật dạy học tích cực sử dụng nhà trường THCS.( Nguồn: http://www.sach.vn/ ) Mẫu (2) 23 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Thị Hạnh Chức vụ đơn vị công tác: Giáo viên- Trường THCS Quảng Long TT Tên đề tài SKKN Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Kinh nghiệm giúp học sinh lớp học phần Post- listening Sở giáo dục & B có hứng thú đạt hiệu đào tạo cao Kinh nghiệm khai thác số loại hình tập áp dụng Sở giáo dục & C cho dạy thực hành nói đào tạo số tiết học cụ thể chương trình TIẾNG ANH 6,7 Kinh nghiệm khai thác tổ chức cho học sinh lớp rèn Phòng giáo dục B luyện kĩ thực hành viết đào tạo đạt hiệu Kinh nghiệm nâng cao chất lượng môn TIẾNG ANH lớp Sở giáo dục & B qua việc đổi cách kiểm đào tạo tra cũ Kinh nghiệm dạy ghép kỹ nghe - nói Sở giáo dục & C tiết học có hiệu đào tạo số tiết cụ thể chương trình TIẾNG ANH lớp Experiences in guiding graders 8th participate in Sở giáo dục & C practicing speaking skill đào tạo according to the specific topic in English pilot program semester 1st actively and effectively Năm học đánh giá xếp loại 2005 2006 2007 2008 2009 2010 2011 2012 2014 – 2015 2017-2018 24 APPENDIX SOME IMAGES OF MY STUDENTS' PRODUCTS Write an e-mail to your friend about your favourite room in the house 25 Write a paragraph of 80-100 words about your future house 26 Write a travel guide about a place you know 27 Write a paragraph of 80-100 words about your favourite TV programmme 5.Write a paragraph of 100-120 words about your favourite sport or game 28 ... part, teachers have not really invested in ideas, information as well as grammar structure and necessary vocabulary to attract the attention of the student content of the lesson The teacher only... difficulties Grade students + Weakness in expressing ideas is also a big problem for the 6th graders They are familiar with the Vietnamese way of thinking, so their ideas appear indirect and long They not... by exchanging the articles and correcting their friend's writing Finally, the teacher lets the children move on to the assessment of the quality of their writing Here are some specific examples