(Sáng kiến kinh nghiệm) how to write a paragraph in english for gifted students at nguyen chich secondary school

INDEXT TITTLE PAGE A Introduction I Rationale II Practical basis III Resrearch subjects and time IV Research purposes V Research methods B Contents I How to write a paragraph II Some things to remember when writing a paragraph III Some types of writing a paragraph IV The solution 16 V The results 17 C Conclusions and recommendations 18 I The conclusions 18 II The recommendations 18 D References 20 E Danh mục SKKN Hội đồng sáng kiến kinh nghiệm Ngành GD & ĐT huyện, tỉnh cấp cao xếp loại từ C trở lên 21 A INTRODUCTION I RATIONALE In the context of deeper integration, English has become an essential tool to bring successfully in business, education and life We know that English plays an important role in our life And I think that improving the quality of teaching English at school is very important Thus, every English teacher has to innovate teaching method We have to improve the quality of English teaching and learning in schools It is the task of English teachers Viet Nam education is trying to innovate the teaching methods in secondary schools and high schools Innovating teching methods has to associate with the fact, in line with the student audience in order to promote the positiveness and possibilities of the students Every year, there are a lot of workshops on new teaching methods to provide the best academic performance for students And there are also a lot of workshops on improving the quality of English teaching in secondary school and high schools II PRACTICAL BASIS English is a difficult subject Learning English requires the time, perseverance of learners and specially the ability to apply in practice English Learners must have the right attitude and identify the purpose of learning English clearly When students begin learning English, they must learn four four skills: Listening, speaking, reading and writing These are important skills that teachers need to help students practice better and better In my opinion, writing is a difficult skill for junior high school students, especially writing a paragraph When I teach students to take exams for gifted students at Nguyen Chich Secondary School, I realize that students are very afraid to write a paragraph in English Because they not know how to write an outline Especially they not know how to write a paragraph with different types of paragraphs So I choose the topic "HOW TO WRITE A PARAGRAPH IN ENGLISH FOR GIFTED STUDENTS AT NGUYEN CHICH SECONDARY SCHOOL" to help students to write a paragraph more effectively III RESREARCH SUBJECTS AND TIME - Gifted Students in grade at Nguyen Chich Secondary School - Time: 11/2017-11/2018 IV RESEARCH PERPOSES - Help students learn how to write some kinds of paragraphs - Help students learn how to use conjunctions and structures - Teach students to think independently - Help students enjoy the subject and achieve high results when when taking exams for gifted students - Helps teachers achieve better results when teaching good students V RESEARCH METHODS - Based on the characteristics of English subjects, according to the method of teaching secondary education - Check students to find out the current state of writing a paragraph - Apply different writing styles B CONTENT I HOW TO WRITE A PARAGRAPH When writing a Paragraph in English, it must include the full three parts: The topic sentence; The supporting sentences and The concluding sentence The topic sentence - It is the first sentence of the paragraph and also the most important sentence in the paragraph - The topic sentence briefly describes what the paragraph is about - The topic sentence must contain the controlling idea of the paragraph Here are phrases used to express the controlling idea: + Three main types + Three groups + The following + Noun + Several problems + Several ways + Two aims + Results + Several reasons + These disadvantages + These disadvantages + Three main causes + Three characteristics + Three effects + Three kinds The supporting sentences  - Give the main ideas to explain, prove the topic sentence - This section usually includes supporting sentences  The conjunctions is usually used to link the main ideas in the supporting sentences: + Firstly, Secondly, Lastly, + In the first place, Also, Lastly, + Generally, Furthermore, Finally, + To be sure, Additionally, Lastly, + In the first place, Just in the same way, Finally, + Basically, Similarly, As well, - In each supporting sentences , we write from two to four sentences called " The supporting details" The conjunctions is usually used to link the sentences in "the supporting details": + Consequently + It is evident that + It is apparent that + It goes without saying that + Without a doubt + Needless to say + Furthermore + Additionally + In addition + Moreover + In the same way + More importantly/remarkably + In other words + Specifically The concluding sentence - It is the last sentence Recalling the main idea stated in the topic sentence in a different way or drawing conclusions based on previous arguments - The conjunctions is usually used to end a paragraph: + Indeed + In conclusion + In short II SOME THINGS TO REMEMBER WHEN WRITING A PARAGRAPH Don’t use contractions Do not go down the line for a paragraph The paper must contain the full three sections as stated above Do not write too long or too short Do not use "YOU" in a paragraph Do not use "extreme words" Always repeat the" KEY WORDS" in points Use "linking words" correctly and clearly Use "ACTIVE VOICE" instead of "PASSIVE VOICE" III SOME TYPES OF WRITING A PARAGRAPH Type 1: Describing people: a Introduction: Who the person is/ When and how you first met or saw him/her b Main body: - Physical appearance: height/build, age, facial features, hair, clothing (From the most general aspects to the most specific detail) Eg: Bill, who is in his early twenties, is quite tall and well-built, with thick black hair and piercing blue eyes He is usually dressed in jeans and a Tshirt - Personality/ behavior (with justification/examples): give examples of manner and mannerism Eg: Mark is rather unsociable, usually sitting silently in a corner abserving others from a distance - Life/ lifestyle/beliefs: talk about the person's habits, interests, profession, daily routine, opinion, etc Eg: Being both a university student and a part-time assistant in a supermarket, Tom has little free time to go out in the evenings c Conclusion: - Comments/ feelings about person * Tips: If the instruction for the writing task ask you to describe someone related to the present, you will describe the person using Present tenses eg: " Describe a person who is unusual " If you are asked to describe somebody related to the past Somebody who is no longer alive or somebody you met some time ago, you will describe the person using Past simple tenses * Linking words and Structures: Writing which contains a series of short sentences or the same simple linking words(such as"and") soon becomes boring and repetitive To avoid this, you should use a wide range of linking words and structures: - with: She is tall and striking, with long blonde hair - Relative Clauses: who/which/whose Eg: My neighbour, who is slightly eccentric, has dozens of filthy cats Eg: He is a scruffy child whose clothes are torn and dirty Eg: He has a broken nose, which makes hims look like a boxer - Result: so/such (a) (that) Eg: She is so beautiful that she looks like a film star - Addition: in addition to, as well as/ besides, moreover, furthermore, not only but also ,etc Eg: He is very tall, in addition to being very thin Eg: My grandmother has deep wrinkles, as well as thin grey hair Eg: He is not only artistic, but also a successful businessman - Contrast: + but/yet/However/Nonetheless/Even so + Clause + Although/(Even) though/ While + Clause + In spite of/ Despite + -ing form/noun/the fact that Eg: He is temperamental, but/yet he is a loyal friend Eg: He looks as through he's an old man However, he is only 35 Eg: Although he has a huge, powerful body, he's a very gentle person Eg: In spite of being very busy, she always has time for her children - Linking cause and effect: + Because/as/since +owing to/due to + As a result/consequence of + A/the result of / as a result, +so/ therefore/for this reason + The reason(that/why) Eg: She is popular because she is open and friendly Eg: She is popular due to being/due to the fact that she is open and friendly Eg: A result of her being open is that she is popular Eg: She is open and friendly, so she is popular Eg: She is open and friendly, therefore she is popular Eg: The reason she is popular is that she is open and friendly * Impressions, Opinions and Reactions: + I think/feel/etc (that) + It seems to me that + To me/To my mind + As far as I'm concerned + In my opinion/view/eyes + Sb seems/ appear to be + Sb stribes people/comes across as (being) + Sb gives the impression of being / the impression that * Compoud Adjectives: Compound adjectives are formed with + Present participles: a hard-working student + Past participles: an open-hearted young man * Example: Topic: A Close Friend Jacques has been my close friend for two years I first met him on a school exchange trip to Calais, France I asked him the way to the library and we started talking We've been friends ever since Jacques is quite goodlooking He's tall and slim, with olive skin and curly dark hair Like many French people, he has a great sense of style, so he always looks well-dressed even in casual clothes Jacques is very outgoing He is always friendly and loves to have fun He's got a fantastic sense of humour and he always makes me laugh However, he can be a bit immature at times For example, when he doesn't get what he wants, he acts childishly and stamps his feet Jacques is very keen on water sports He likes sailing and he spends a lot of time on his boat He enjoys scuba diving, too, and loves exploring life under sea All in all, I'm glad to have Hacques as my friend It's a pleasure to be with him and I really enhoy his company I'm sure we'll always be close friends Type Descibing places/ Buildings a Introduction: name/ location/ population of the place, reason for choosing the place - Factual information such as age, size, colour, material, etc Eg: The temple, with 10-meter tall marble columns, was built in 800BC - Details relating to the senses ( sight, hearing, smell, touch, taste) to suggest mood and atmosphere Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark corridors, disturbing the tranquil silence b Main body: general features and particular details - Place: surroundings, sights, facilities, free-time activities - Building: surroundings, detailed description of exterior/ interior d Conclusion: Comments/ feelings or a recommendation * Notice: - Each aspect of the description should be presented in a separate paragraph beginning with a clear topic sentence - Present tenses are normal used when describing a place for a tourist brochure or a magazine article - Past tenses are normal used when describing a visit to a place/building - First and second conditionals(will/would) can be used when you describe your ideal city/house,etc - When we give factual information about a place or building this is normally given using Present tenses Eg: I flew to Madrid last Monday Madrid is situated in the central point of the Iberian peninsula with a population of about 3,000,000 * Expressing Impression & Reactions - You can express positive impressions of a place by: + Using a variety of adjectives such as: breathtaking, delightedful, eyecatching, outstanding, picturesque, etc + Using a variety of present or past participle from such verbs as: astound, amaze, astonish, impress, refresh,etc Eg: I was/felt astounded at how beautiful Florida is in winter + Using a variety of nouns in expressions such as: to my amazement/ astonishment/ delight/ surprise/etc Eg: To my delight, the place had kept its character - You can express negative impressions of a place by: + Using a variety of adjectives such as: disreputable, inhospitable, neglected + Using a variety of present or past participles from such verbs as: disappoint, shock,etc Eg: the disappointing view of the unsightly housing + Using a variety of nouns in expressions such as: to my disappointment/ surprise/etc * Making comparisons: To compare places or building you can use: + (just/nearly) as (positive degree) as Eg: In those days the main streets were just as congested as they are today + The same as Eg: The cottage was the same as it had been fifty years before + (relatively/considerably) less (positive degree) than Eg: The new buildings are considerably less ornate than the old ones + (much/far/considerably) more + adjective/ adverbs + than Eg: The northern area is more picturesque than the eastern area + (by far) the most + adjective Eg: Hill Manor is by far the most elegant hotel in the region + comparative + and + comparative Eg: The streets are becoming dirtier and dirtier + the comparative , the + comparative Eg: The further south you travel, the warmer it becomes * Example: Topic: Describe your school My school is in the country It is not big but it is lovely and beautiful There are fiften rooms in my school It has a libray There are hundreds of books and newpapres in the library I and my friends usually go there to borrow books There is a big yard in my school We usually play games and sports like playing soccer, playing marbles, skipping ropes …at recess There are many trees in the years Some students sit under trees to study or listen to musuc The teachers of my school are from different places Some lives near the school and some live far from the school They are all very clever and hard-working All the students love them I love my school very much because it is very beautiful and our teachers are friendly and outgoing Type Describing festivals/ events/ ceremonies: Introduction: Set the scene ( name,time/date, place of event, reason(s) for celebrating) Main body: Preparations( decorations, rehearse,etc.) Description of actual event (costumes, food, atmosphere, activities,etc.) Conclusion: feelings, comments, thoughts * Notice: When you describe annual events( a celebration/festival which takes place every year), present tenses are used and the style is formal However, when giving a personal account of an event which you witnessed or took part in, past tenses are used and the style may be less formal The passive is frequently used to describe preparations/ activities which take place * Example: Topic: The Mid - Fall festival The Mid-Fall Festival is a wonderful, traditional and ancient festival in Vietnam The festival is held on the fifteenth of August (according to Lunar Month) In this festival, the children usually go/ parade on the streets and sing the famous songs about The Mid-Fall Festival and other songs for children They also carry/bring colorful lanterns of different sizes They also wear the masks with famous characters in children’s films and books, especially comic books Besides, Dances are also traditional so people usually perform the dances like the Dragon dance and Lion dance Furthermore, in the Mid-Fall Festival, people always make or buy the traditional cake called Banh Trung Thu or Moon Cake Almost children like eating Moon cake very much In this festival, adults usually help the children make the lanterns and teach them about the history and culture of Vietnam Children in Vietnam like The Mid-Fall Festival very much because It has many interesting activities, the Moon cake is delicious and they know more about the history and culture of Vietnam Type Narratives: Introduction: Set the scene (Who/what/when/where) Sets the scene (place, time, character(s), etc.), creates an intersting mood/ atmosphere to make the reader want to continue reading, and/or begins dramatically to capture the reader's attention Main body: Develope the story (Describe incidents leading up to the main events and the event itself in detail Describe people/ place/ emotions/ actions/etc) Conclusion: End the story(complete the plot; describe feelings/ reactions; explain the conspuences) * Notice: - Before writing, you must first think of a suitable story outline, the you should decide on a detail plot, including how the story will begin, who the characters will be, where the story will happen, the events in the order you will present them, and how the story will end - Narratives are normally set in the past, and therefore use a variety of past tenses.For example, Past Continuous is often used to set the scene (eg: The wind was howling ); Past simple is used for the main events(eg: He entered the room, looked around, and ); Past perfect is used to describe an event before the main events(eg: She had set out in the morning, full of hope, but now she felt ) - The sequence of events is important: before, after, then, in the evening, later, in the end, until, while, during, finally, etc * Techniques for beginning or ending stories: - You can start your story by: + Describing the weather, place, people, etc, using senses + Using direct speech + Asking a rhetorical question + Creating mystery or suspense + Referring to feelings or moods + Addressing the reader directly - You can end your story by: + Using direct speech + Referring to feelings or moods + Describing people's reactions to the events developed in the main body + Creating mystery or suspense * Past tenses and time words: Past habits are not described using Past Continuous In stead, use Past Simple, "used to" or "would", with an appropriate adverb of frequency * Example: Topic: Tell about your last birthday party Last Saturday, it was my 14th birthday My parents helped me to hold a party at home They bought a ot of candies and fruits and of course, my mother bought a beautiful birthday cake with fourteen candies on it for me I invited a lot of friends and we had a lot of fun The party began at 7.00 p.m For the opening of the party, I made a short speech and then I blew out (thổi tắt) the candles My friends and my family sang the “Happy Birthday” song They were clapping their hands happily when I blew out the candles My friends gave some gifts They are beautiful and meaningful I loved them very much We also sang some beautiful songs while we were eating The party ended at 9.00 p.m I felt very happy because we had a wonderful time together Type For and against paragraphs: Present both sides of an issue, discussing points in favour of a particular topic as well as those against or the advantages and disadvantages of a particular question Each point should be supported by justifications, examples, and/or reasons The writer's own opinion should be presented only in the final paragraph * Useful expressions and linking words/phrases: - To list points: + Firstly, First of all, In the first place, To begin/start with + Secondly, Thirdly, , Finally - To list advantages: + One/Another/A further/ An additional(major) advantage of is + The main/greatest/first advantage of is - To list disadvantages: + One/Another/A further/ An additional(major) disadvantage/drawback of + The main/greatest/most serious/first disadvantage/drawback of + Another nagative aspect of - To introduce points/arguments for or against: 10 + One (very convincing) point/argument in favour of / against + A further common criticism of / It could be argued that , often claimed/suggested It is widely argued/maintained that generally felt/believed/held claim/suggeste/argue/feel that Some/many/ most people/ maintain/believe/point/agree/hold that experts/scientists/sceptics advocate ( +ing/noun)/support the view that oppose the view that in favour of/against all 0f the opinion that/convinced that opposed to - To add more points to the same topic: + In addition (to this), furthermore, moreover, besides, apart from, what is more, as well as, not to mention ( the fact) that, also, not only but also/as well, both and There i s another side to the issue/question/argument of - To make constrasting points: on the other hand, yet, it may be said/argued/claimed that, Oppose this viewpoint however, still, but, even so, Others/ many peole ( strongly) disagree , nonetheless, nevertheless, Claim/feel/believe this argument is incorrect/misguided + Although, though, even though, while, whilst, whereas, despite/in spite of (the fact that), regardless of the fact that + Opponents of argue/believe/claim that + The fact that contradicts the belief/idea that + While it is true to say that , in fact + While/Although , it cannot be denied that - To intruduce examples: + For example, for instance, such as, like, in particular, particularly, especially + This is (clearly) illustrated/shown by the fact that + One/A clear/striking/typical example of (this) + The fact that shows/illustrates that - To emphasis a point: + Clearly, obviously, it is obvious, naturally, of course, needless to say - To express reality: + In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect 11 - To make general statements: + As a (general) rule, generally, in general, on the whole, by and large, in most cases - To make partially correct statements: + To a certain extent/ degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (ths), in some cases, up to a point - To explain/clarify a point: + In other words, that is to say, this/which means that - Conclusion expressing balanced considerations/opinion indirectly In conclusion, it can/must be said/claimed that On balance, it seems/appears that All things considered, it would seem that Taking everything into it is likely/unlikely/possible/foreseeable that account/consideration, it is clear/obvious that To conclude, there is no/little doubt that To sum up, the best course of action would be to All in all, achieving a balance between would be Finally/Lastly, it is true to say that although it must be said that it may be concluded/said that + All things considered, the obvious conclusion to be drawn is that / + There is no absolute answer to the question of , + In the light of this evidence, it is clear/obvious/etc that In Clear/apparent Evidence conclusion, It is plain/obvious from above Points All in all, evident foregoing arguments To sum up, - Conclusion expressing opinion directly: In conclusion, On balance, All things considered, It is my belief.opinion that Taking everything into I (firmly) believe/feel/think that account/consideration, I am convinced that To conclude, I am inclined to believe that To sum up, I (do not) agree that/with All in all, Finally/Lastly, 12 + Taking everything into account, I therefore conclude/feel/believe (that) + For the above - mentioned reasons, therefore, I (firmly) believe that Topic: Should teachers give pupils too much homework? Discuss Many people now think that teachers give pupils too much homework They say that it is unnecessary for children to work at home in their free time Moreover, they argue that most teachers not properly plan the homework tasks they give to pupils The result is that pupils have to repeat tasks which they have already done at school Recently many parents complained about the difficult homework which teachers gave to their children The parents said that most of the homework was a waste of time, and they wanted to stop it Spain and Turkey are two countries which stopped homework recently In Denmark, West Germany and several other countries in Europe, teachers cannot set homework at weekends In Holland, teachers allow pupils to stay at school to their homework The children are free to help one another Similar arrangements also exist in some British schools Most people agree that homework is unfair A pupil who can his homework in a quiet and comfortable room is in a much better position than a pupil who does his homework in a small, noisy room with the television on Some parents help their children with their homework Other parents take no interest at all in their children’s homework It is important, however, that teachers talk to parents about homework A teacher suggests suitable tasks for parents to with their children Parents are often better at teaching their own children Type Opinion paragraphs: Present the writer's personal opinion concerning the topic, clearly stated and supported by reasons and/or examples The opposing viewpoint and reason should be included in a separate paragraph before the closing one, together with an argument that shows it is an unconvincing viewpoint The writer's opinion should be included in the introduction, and summarised/ restated in the conclusion - Useful Expressions for giving Opinions: + To my mind/To my way of thinking, + It is my (firm) belief/opinion/view/conviction (that) + In my opinion/view + My opinion is that, + I (firmly) believe + I (definitely) feel/think that + I am (not) convinced that + I am inclined to believe that 13 + I (do not) agree that/with + It seems/appears to me + It strikes me that + As far as I am concerned, Topic: Some students prefer to study alone Others prefer to study with a group of students Which you prefer? Use specific reasons and examples to support your answer Maybe someone will choose to study with a group of students, and they can give you sound reasons for their choice I prefer to study alone because I am sure that study alone will profer you with silence, freedom and enough choice, which is indespensible for a student, but regretly, group study cannot offer First, when you study alone, you will not be abstracted by the sound made by other students from your study It is fretful that when you want to study hard but others drone beside your ears like bees And always you will be angry enough to begin to quarrel with them That will certainly lead to an unfruitful study Second, many people have their own study styles Some want to have something to eat when he is studying, some want to lie down with a book in his hand, while still some want to study without anything doing And when you study alone, you can take your favorite way and needn't regard what others feel Third, studying alone profer you with enough choice as you want to You can have your media playing, you can open the window, also, you can sing your song when you are in a high spirit That is great I always sing a good song when I solve a difficult problem and to think that nobody will criticise you for making noise is a lovely experience So, may there some problems for studying alone, I'll prefer to study alone Type Solution paragraphs In which the problems associated with a particular issue or situation are analysed and possible solutions are put forward, together with any expected results/ consequences The writer's opinion may be mentioned, directly or indirectly, in the introduction and/or conclusion a Notice: - Present each point in a separate paragraph - Well-known quotations or though-provoking statements are useful devices to make your composition more interesting - Before writing, you should always make a list of the points you will present - Do not use informal style or very strong language( eg: I know, I am sure ) b Useful language for Solution paragraphs: 14 - To express cause: since/because, in view of/because of/owing to/due to (the fact that) The season that /why /for is that - To express effect: thus/therefore/so/consequetly/ as a result/consequence, the result of would be , would result in - To express purpose: so that , so as/in order (not) to , with the purpose of/intention of (+ing) - To express possibility/probability: + It can/could/may/might + It is possible/probable/(unlike)ly/forseeable/certain that , + is (unlikely) to/bound to/certain to/possible/probable + The likelihood/possibility/probability of (-ing/noun) is c Useful Expressions: Problems & Solution: Steps Should So as to Solve/overcome/combat Measure Must/ could be taken In order Deal with/eradicate s to + Serious attempts to halt/prevent/solve must be made One (possible) solve/overcome this problem Would be/ Another way to combat/deal with the problem is An alternative eradicate (of) + People should focus to solve/overcome the problem of Governments their/ to improve the situation of We our attention to reduce the impact of on society on ways + If steps/measures were taken to The effect/result/ If happened/were to happen Consequence If attempts were made to address the problem would be + By (+ing) , we/governments/etc, can ensure that/ prevent + The situation could be improved if / It would be good idea if effect/consequence would The Of (+noun/ing) be outcome/result might Topic: The difficulties in learning English and how to overcome them Beginners of foreign language always meet difficulties from the outset For me, I had to overcome these problems when I started learning English English pronunciation is my first obstacle The pronunciation in English puzzles me a lot because the same letter has different sounds For example the 15 letter “a” in “bath” is not pronounced in the same way of that in “bathe” The “ou” in “South” is also different from “ou” in “Southern” Generally verbs and nouns are pronounced differently although they are written the same Record is a good example to illustrate it In order to solve this puzzling question I carefully study The A.P.A (The International Phonetic Alphabets) which helps me pronounce English words correctly In order to have an accent just like the native speakers, I often listen to tapes and repeat after them, trying to imitate them Moreover, my everyday conversation with the foreigners I meet in the street will enable me to acquire a proper accent Compared with French, English grammar is much easier However, this does not mean that learners meet no difficulties in learning it It took me a long time to learn how to master the tenses in English grammar, to endeavor to as many grammar exercises as possible and read various grammar books In writing English, English language has its own style In order to drill writing skills, I have tried to read famous novels of distinguished America and English writers I enjoy the humorous style of writing in Mark Twain’s masterpieces, the elaborate and polished style of George Eliot and the sentimental and lyrical style of John Keats After long and hard years of English study, how pleased I feel when I am able to read English and American authors without any obstacles and difficulties at all IV THE SOLUTIONS - Teachers should prepare the lesson carefully - The teacher helps students understand and analyze the topic of what type of paragraph - Teachers should give students some sample paragraphs with each type of paragraphs - Teachers help students learn how to write paragraphs in a flexible and effective way - When starting to write the paragraph, the teacher should give the students easy subjects and detailed instruction in writing, even giving students a detailed outline - Before writing the paragraph, the teacher asks students to outline for each topic - Correct mistakes about vocabulary and grammar in order to help students understand and remember - Teachers should encourage students to write good and creative paragraphs V THE RESULTS 16 - Students write the correct paragraph type when the teacher gives the student different topics - Students know how to use good structures - Students are more confident when they take exams for gifted students - Students usually get high marks in writing paragraphs when taking exams for gifted students * The gifted students' quality in writing a paragraph in the school year 2017 – 2018 - The survey results at the beginning of the school year Good Fair Poor/Fail Grade Number Excellent Number % Number % Number % Number % 11 9 54 28 - The results at the exam for gifted students of Dong Son Department of Education and Training Good Fair Poor/Fail Grade Number Excellent Number % Number % Number % Number % 11 18 45 37 0 - The results at the exam for gifted students of Thanh Hoa Department of Education and Training Good Fair Poor/Fail Grade Number Excellent Number % Number % Number % Number % 10 20 40 40 0 C CONCLUSIONS AND RECOMMENDATIONS I THE CONCLUSIONS Here are some experiences on how to write some kinds of English paragraph for good secondary school students that I have studied, researched and applied in each year to foster good students at Nguyen Chich Secondary School I find that students are more receptive to the lessons, the learning outcomes of the students are better, the students' activeness, activeness and creativity have been improved 17 Teachers must be friendly, close to the students and know and their preferences Teachers find ways to attract the interest of students with English subject Besides we also have enthusiastically answered questions from the children, so they have a solid basis of trust on the subject Teachers should not create obstacles for students with difficult exercises, or the things are too strange for them Teachers need to make the request in line with studets Teachers need to commend what they know so that they promote When implementing the project "HOW TO WRITE A PARAGRAPH IN ENGLISH FOR GIFTED STUDENTS AT NGUYEN CHICH SECONDARY SCHOOL", we need to be patient and invest much time if we want to achieve good results Because many students will not follow the requirements of teachers we must often help and encourage students II THE RECOMMENDATIONS To English teachers - Each teacher must always be responsible and passionate for English - We must actively innovate teaching methods to create excitement for students in learning English - Prepare the lesson meticulously, with clear instructions, a simple question system, and assignments that are appropriate for all students - Students are required to check and evaluate the results of their writing in a scientific and accurate manner - Create an atmosphere that is open and friendly in class to help students love the subject - Introduce good books for students to refer To the leaders of Nguyen chich secondary school - Creating conditions for English teachers has the opportunities to study, fostering professional qualifications, particularly on language competence and teaching methods - Help teachers organize extra-curricular sessions and English club - Building an audio-visual room and buying some equipments such as radios, tapes, projectors and so on To Dong Son Department Of Education and Training - Regularly organizing the seminars in order to improve the quality of teaching English The confirmation of the Head –Master Dong Son , March 11th , 2019 I assure this is my experience initiative, not copying the contents of other people 18 The writer Trần Văn Cù Le Dinh Luong D REFERENCES “English Language Teacher Training Project” book & book (2000) (The Methodology Course) “Sunflowers” magazine Jeremy Harmer (2004) - The Practice of English Language Teaching 19 Writing Academic English - Alice Oshima and Ann Hogue Real Writing - Roger Gower 220 English Essays - Renee Gehman, Almos Masksay and Laura Kristoffersen Successful Writing (Proficiency) - Virginia Evans Answer to All TOEFL Essay Questions Some websites: https://baomoi.com/bi-kip-viet-doan-van-bang-tieng-anh/c/13708152.epi https://bigschool.vn/bi-kip-giup-viet-mot-doan-van-bang-tieng-anh-dedang https://mb.dkn.tv/hoc-tieng-anh/mau-cau-de-viet-cac-dang-doan-vanbang-tieng-anh-phan-iii.html https://www.tienganh123.com/hoc-viet-tieng-anh-co-ban/1815-bai-18how-to-write-a-paragraph-cach-viet-doan-van.html E DANH MỤC SKKN ĐÃ ĐƯỢC HỘI ĐỒNG SKKN NGÀNH GD&ĐT HUYỆN, TỈNH XẾP LOẠI Họ tên: Lê Đình Lưỡng Đơn vị cơng tác: Giáo viên trường THCS Nguyễn Chích, Đơng Sơn, Thanh Hóa TT Tên đề tài SKKN Cấp đánh Kết Năm học 20 Gây hứng thú học tập Tiếng Anh cho học sinh khối Phương pháp dạy kĩ Viết cho hoc sinh khối Học Tiếng Anh thông qua hát Thiết kế kiểm tra tiếng Anh chương trình Tiếng Anh trường THCS Nguyễn Chích Experience in teaching English writing skill for grade 9th students How to write a paragraph in English for gifted students at Nguyen Chich secondary school giá xếp loại Tỉnh đánh giá xếp loại C đánh giá xếp loại 2004-2005 Tỉnh C 2009-2010 Tỉnh B 2011-2012 Tỉnh C 2014-2015 Huyện B 2017-2018 Huyện A 2018-2019 21 ... school students, especially writing a paragraph When I teach students to take exams for gifted students at Nguyen Chich Secondary School, I realize that students are very afraid to write a paragraph. .. some sample paragraphs with each type of paragraphs - Teachers help students learn how to write paragraphs in a flexible and effective way - When starting to write the paragraph, the teacher... believe/feel/think that account/consideration, I am convinced that To conclude, I am inclined to believe that To sum up, I (do not) agree that/with All in all, Finally/Lastly, 12 + Taking everything into