(SKKN 2022) some experiences of teaching english writting skill for students grade 11 in typical english program

THE TABLE OF CONTENTS
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CONTENT
A. INTRODUCTION

I. REASON FOR CHOOSE THE TOPIC
II. RESEARCH SUBJECT
III. RESEARCH SCOPE
IV. THE PURPOSE OF THE TOPIC
V. ASSESSMENT OF THE TOPIC
B. CONTENT
I. THEORETICAL AND PRACTICAL BASIS OF THE
TOPIC
II. STATUS OF PROBLEM
III. SOLUTIONS AND SUCCESSFUL RESULTS
1. PREPARATION OF ACCUMULATION
1.1 Vocabulary
1.2 Grammar & Structures
2. SOLUTION
2.1 Applying speaking skills to writing skills.
2.2 Applying many types of grammatical structures to a
practice content.
2.3 Apply different types of structures to transform a content
3. MODES OF WRITTEN TRAINING AVAILABLE FOR
GRADE 11 STUDENTS
4. PRACTICE WRITE TEACHING - GRADE 11
TEXBOOK PROGRAM
IV. EFFECTIVENESS
C. CONCLUSIONS AND RECOMMENDATIONS
REFERENCE BOOKS

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A. INTRODUCTION
1


I. REASON FOR CHOOSING THE TOPIC
Nowadays, English plays a very important role in the development of
society . It is the key to the success of some of the leading Asian countries such
as Singapore and Vietnam. English also contributes to improving the
intellectuals of the country to be able to integrate into the community of
English-speaking peoples in the world.
From the perspective of those who directly teach English as a subject

foreign language, I realize that it is necessary to have intertwine to teach all 4
skills LISTENING - SPEAKING - READING - WRITING for children. Each
skill is important and necessary to support the remaining skills. However, It is
easy to see that writing skills are invested a lot of time by learners for many
different reasons and most especially it is necessary to serve the language exams
such as written test – oral test- semester exam, particularlly the high school final
exam .
Teaching writing skills is an art. It requires both teachers and learners one
thing that endurance and effort are not measured in days/hours, but in
years/months.
Teaching writing skills well requires providing students with a large amount of
knowledge including vocabulary system, word function, grammar, structure, etc.
All will be coordinated and integrated in a variety of exercises from the simple
to the complex to achieve the goal that students can produce a complete
academic writing at the end general education levels.
Therefore, With the above reasons, I would like to share with you my
experiences .While teaching English in grade 11A 6, 11A8 at Hau Loc 4th High
school I not only have do some research but also inquire how to apply new
methods to my interest in teaching writing skills as well as some important
grammar points in the language program Junior high school English which is
used often during practice. My experience can apply to most classes, all types of
high school English program. Thus, the choice of this topic “Some experiences
of teaching English writting skill for students grade 11 in typical English
program” is very specific and practical for teachers of English in order to
improve the quality of foreign language teaching in grade 11 at upper secondary
schools
II. RESEARCH SUBJECT
11th grade students at Hau Loc 4th High School.
III. RESEARCH SCOPE
Lessons to practice writing skills according to the program of Grade English

Textbooks 11 of the Ministry of Education and Training.
IV. PURPOSE OF THE TOPIC
* Helps to form writing skills in students. Help them to write correctly and
practice simple and complex sentences and gradually complete an essay
* Help students develop the habit of thinking, planning and developing personal
ideas. Enter your writing in the correct English style.
2


* Help students practise common English essay templates, practice writing at the
same time combined with other skills to achieve high results in the high school
final exam.
V. ASSESSMENT OF THE TOPIC
In the process of teaching English 11, I noticed the need for students to learn to
write highly, and at the same time, I can also understand that if you use this skill
well, their English skills will be significantly improved. Therefore, I spend a lot
of time researching and setting up their own rules to help students learn well
more English
B. CONTENT
I. THEORETICAL AND PRACTICAL BASIS OF THE TOPIC
The main goal of the 3-year training period at upper secondary level is
for students to complete basic curriculum, is considered to graduate from high
school and achieve high results in the final exam.
The structure of the final exam shows us that our current English tests
most are designed in written form - WRITTEN TEST . Sometimes we think that
teaching writing is teaching students to write a complete essay but actually
writing skills can be applied in many different types of exercises: Multiple
choice, Word form, Reading comprehension and Writing.
II. STATUS OF PROBLEM
1. Toward students

English has become a core subject such as cultural subject, but this subject is
difficult, not every student who is gifted to absorb it easily. Especially students
in rural areas, domain attachment, deep low percentage of students learning
English is very high.
In recent years, according to the program and new textbooks, new
methods of teaching and learning, many students are interested in the subject,
active in all activities, but mainly very good students. Audiences are much
weaker students, they have not understand the knowledge, and suitable learning
methods, learning passively, waiting for the outcome of his friends made. Many
children are afraid to practice the above class, and speak out will be wrong,
some of them have not read the writing proficiency, not even notes all in class,
doing homework, .... This fact shows that the object is not a favorite student
discipline.
Some students, especially poor students, lack of sense of learning, lack of
patience in learning, have not kept pace with new learning methods, confusion
in acquiring and applying knowledge on practical skills. Many of them are
aware of this subject is not correct, or do not fully understand the meaning of the
subject during the international integration, which I just learned so curious, so
difficult to learn when they relax, let go. Therefore, they are not really serious,
trying in learning.
3


We also have language lessons students feel depressed, tired, hard to
acquire knowledge, even for those who are students with good and excellent.
School year 2020 - 2021 I taught two classes received 10A6, 10A8.
Through practical investigation I obtained the following results:
Favorite levels for English
Academic English courses
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weak
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17
29
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2. Toward teachers
Through practical projects at the time showed that the creative class of
very few teachers. Sometimes many teachers are afraid of collectibles, renewing
concerns his teaching methods, although they know that their students learn or
stud ineffectively due to their method of teaching students is not compelling
enough, the coast did not interest students.
When it comes to applying the new methods, there are many different
opinions. These teachers think that it is time-consuming, useless. Teachers have
said that the lesson is too long, not enough time for them to organize some
activities. There are many teachers also organize activities to create excitement
for their students but they did not know how to organize successfully, leads to
discouragement. There are also teachers who said they did not think up new
activities for their students ........
Changing perceptions and habits taught - learning, overcoming aversion
and applying the new method is not simple.
Through discussions, polls from colleagues, I obtained the following
results:
Teachers use language activities at lessons
students
surveyed
7

Never
Numbe
%
r
1

20

Rarely
Numbe
%
r
1

30

sometimes
Numbe
%
r
4

40

Usually
Numbe
%
r
1

10

The cause of the reality
- Students:
Subjective reasons: Lazy school, afraid to learn, cognitive, shyness, lack
4


of confidence, inferiority, monks have good learning methods ...
Objective reasons: due to the teacher's teaching methods, teachers were
reprimanded by teachers are not interested in all the subjects the student, family,
psychological ages ...
- Teachers:
Subjective reasons:
+ Aversion innovation, especially with some of the older teachers.
+ Misconceptions about the new approach, including the application of
language games.
+ Talents limited.
+ Apply new methods stereotyping and machinery.
+ Bumper creativity, lack of flexibility.
+ Enthusiasm, not passionate.
+ There is a lack of experience.
...
Objective reasons:
+ Due to family circumstances.
+ Do teaching environment.
...
When conducting activities to correct students' tests, I also noticed that they
often lost score in the WRITING section. If teachers know about the mistakes

students often make, they will be able to change the teaching method, change
the appropriate type of exercise, remind more often to help them overcome those
limitations in a timely manner.
Examples
Look at the picture
and the information
given . Then write a
passage entitled
“ A country picnic “
Beautiful day / my
friends and I / go /
picnic . take / bus
countryside/ walk /
20 minutes / picnic
site / river

Students’ writing
Students’ writing
It was the beautiful day ,
my friends and I decided go
for a picnic . We take bus to
the countryside and then
walk about 20 minutes to the
picnic site on the river.

Common mistakes
- articles “ a / an / the ”
- conjunctions
- verb form
(infinitive/gerund )

- verb tense ( past /
present)
- prepositions ( on / in /
at / by/...)
- Completed writing:
It was a beautiful day ,
so my friends and I
decided to go for a
picnic . We took a bus to
the countryside and then
walked about 20 minutes
to the picnic site by a
river.
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III. SOLUTIONS AND SUCCESSFUL RESULTS
1. PREPARATION - ACCUMULATE
To teach well the WRITING lessons of grade 11, I think that teachers need to
help students prepare and accumulate a variety of necessary corpus . Actually,
this preparatory step is a process that starts when students are just starting to
familiarize themselves with English or just entering school. Therefore, in this
final stage, To help students who have not yet mastered writing skills, teachers
need to help them strengthen the vocabulary of English textbook 11 and use
them in structures, contexts in a proficient way.
1.1. VOCABULARY
Provide vocabulary for students by teaching different words:
- Concise definition ( as in a dictionary)
- Detail description ( of appearance , quality )
- Examples ( hyponyms )

- Illustration ( pictures , objects )
- Demonstration ( action , body language)
- Synonyms / Antonyms
- Translation
Provide word family and function of words in sentences
EX : succeed ( v ) success ( n ) successful ( adj ) successfully ( adv )
Unsuccessful ( adj ) unsuccessfully ( adj )
Application :
1. Word form : He ………..in fixing his car ( success ) succeed
2. Multiple choice: I want to become…………and make a lot of money.
A. success
B. successful
C. successfully
D. unsuccessfully
3. Sentence transformation : His work is always successful.
He is always ............................................successful in his work
1.2. GRAMMAR & STRUCTURES
In addition to vocabulary, teachers also need to help students have a habit of
studying by accumulating the amount of grammatical knowledge drawn from
many lesson units of multiple grade levels.
Knowledge in grade 11 is a general amount of knowledge that students have
accumulated , consolidated and acquired . I mean that, from the beginning,
writing skills must also be importantly emphasized, rather than waiting for
grade 11 or 12. How do students recognize and remember?
Good grammar structures? Only practice! During the practice, the teacher
should repeat of core structures regularly and commonly use exercise patterns
used with each structure.
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Some important grammar topics for practicing writting skills:
GRAMMAR &
STRUCTURES
1. Tenses & Forms

TYPES OF EXRCISES

- Multiple choice
- Sentence transformation
EX: She has heard from Jack for 2 years.
It’s 2 years since she last heard from Jack .
2. Noun clauses after
- Multiple choice
WISH
- Rewrite the sentence.
EX: I regret missing the first train to Ha Noi.
I wish I hadn’t missed the first train to Ha Noi.
- Sentence transformation
EX: I’d like to live in the countryside.
I wish I lived in the countryside.
3 . Clauses after adjectives - Multiple choice
of emotion
- Rewrite the sentence.
EX: People are destroying the environment and we
are
disappointed with this .
We are disappointed that people are destroying the
environment.
4.Conditional sentences
- Multiple choice

( 3 types )
- Rewrite the sentence.
EX: Jo is sick . She can’t come to class.
If Jo wasn’t sick, she could come to class.
- Sentence transformation
EX: Tommy doesn’t work hard enough to pass the
exam.
If Tommy worked hard , he would pass the exam.
5. Passive voice ( All types - Multiple choice
)
- Rewrite the sentence.
EX: The beauty of Ha Noi impressed her a lot .
She was impressed a lot by the beauty of Ha Noi .
6.Tag questions
- Multiple choice
7. Reported speech
- Multiple choice
(Statements / Imperatives / - Rewrite the sentence.
Questions )
EX : “ I’m in a hurry , so I can’t stay here with
you”, Lan
said to us.
Lan told us ( that ) she was in a hurry , so she
couldn’t stay there with us.
8. Adverb clauses of .....
- Multiple choice
A. Reason
EX: The flight was cancelled ...... the bad weather.
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( because vs. because of )
B. Concession
(although vs. in spite of
/despite )
C. Result
( so / so ...that / such ....
that )
D. Purpose
( so that / in order that vs.
so as to / in order to )
E.Comparison
( of equality , comparative
,superlative )
F.Time
(when / while /until /as
soon as/.....)
9. Connectives

10.Relative clauses
( Defining relative clause )
who / which /that /
whose/where / when

11. Making suggestions

A. although
B. despite
C. because
D. because of

- Rewrite the sentence.
EX: Nam studied very hard last year, but now he
doesn’t.
Nam doesn’t study so / as hard as he did last year.

- Multiple choice
EX: There is an interjection ahead ; ....... , we must
slow down.
A.however
B. but
C. therefore
D.moreover
- Multiple choice
- Rewrite the sentence.
- Combine each pair of sentences into a new one.
EX: The man is our new principal. Mr Tri is
talking to him.
The man / whom Mr Tri is talking to / is our new
principal.
- Multiple choice
- Rewrite the sentence.
EX : It’s a good idea to take a taxi to the air port.
*I think we should take a taxi to the air port.
*Let’s take a taxi to the air port.
*Why don’t we take a taxi to the air port?
*What about taking a taxi to the air port ?

2. SOLUTION
As discussed in the previous section - Teaching writing is a combination of
four skills. Why ? Students who speak well will write well. Therefore, I often

help students:
8


2.1. Applying speaking skills to writing skills.
This form of application is often shown in the form of Multiple Choice exercises
and Complete the dialogue.
EX : Linda : Let me pay for the meal ?
Fred: .................
A.No, of course
C. Certainly not! I’ll pay

B. Yes , that’s alright
D. Yes.I'd love to.

2.2. Applying many types of grammatical structures to a practice content.
EX : Sentence transformation
“ Why don’t we join the Y & Y Green Campaign ?”- said John .
Reported Speech: John asked ........................................................................
us to join the Y & Y Green Campaign
Gerund : John suggested ...............................................................................
joining the Y & Y Green Campaign
Noun clause : John suggested ........................................................................
That we should join the Y & Y Green Campaign
2.3. Apply different types of structures to transform a content
The form of transforming a content from one structure to another (paraphrase) is
a type of exercise to test the level of use of English structures student's . On the
other hand, this form of practice also serves the requirements standards for
writing an academic essay.
EX :

Topic : Do you think people should protect the environment ?
Write an introduction to the essay.
- In my opinion ,we should be aware of the importance of our environment.
- I think it is necessary to protect our environment. .
- I believe that we should protect the environment not for only living creatures,
but for the plants and trees that provide even more benefits to us directly .
3. PRACTICE WRITTING TEACHING - GRADE 11 TEXTBOOK
PROGRAM
3.1. CONTROLLED WRITING ACTIVITIES – WRITING SENTENCES
WRITING
ACTIVITIES
1. Complete the
sentences

EXAMPLES

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1.1. Multiple choice

1. Mr. John ........ to do a lot of things in the summer.
a. invented b. invested
c. intended
d. informed
2. She hates ............in front of everyone.
a. cries
b. crying
c. to cry
d. cry

1.2. With word cues

1. If the rice paddies are polluted , ....(rice plants / die )
If the rice paddies are polluted , the rice plants will
die.
2. do some reading every day
I suggest ..........................................
I suggest we should do some reading every day.
1. “the / to / would /see / Queen / like / I,” man / the /
said.
“ I would like to see the Queen ,” the man said.
2. With / trouble / brother / Robert / big/ his / got /
into.
Robert got into big trouble with his brother .
3. My / me / help / pencil / find / Please / to
Please help me find my pencil .
1. Important/ save/ resources
It is important to save natural resources.
2. Church / build / 50 years
The / This / That church was built 50 years ago.
1. She doesn’t have time to revise the lessons.
She wishes ..........................................................
2. The box is too heavy for the boy to lift.
The box is so ........................................................
1. Hoa works hard , ... a. so she didn’t have time for
breakfast.
2. It was hot , ... b. so she passed her exam .
3. Na woke up late, ... c. so I turned on the air
conditioner.

1. Hoa works hard , so she passed her exam .
Hoa works so hard that she passed her exam .
2. It was hot , so I turned on the air conditioner.
It was so hot that I turned on the air conditioner.
3. Na woke up late, so she passed her exam .
Na woke up so late that she passed her exam .
1. Fill in each blank with ONE suitable word from the
box.
Festival
everything
written
with
open in
get clothes
lucky
dancing

2. Re-ordering words

3.Write sentences from
the word cues
4. Rewrite the
sentences
5. Match then write

6. Gap filling
6.1.With word cues

New Year's Day is the (1) festival of the year expected
10

to bring most joy to everyone in China. Most people
insist on doing (2) everything right to prepare for the
celebration. Good luck wishes (3) written on red
paper are hung on the wails and doors of the houses.
Living room decorated (4) with a lot of flowers is
always full of laughter. Many families leaving every
door and window (5) open at midnight on New Year's
Eve believe in letting the old year out and the New
Year (6) in. On New Year's Eve and New Year's Day
people (7) get together and eat feasts of delicious,
traditional foods. Everywhere there are a lot of
children playing around in their brand new (8) clothes.
They are very happy to get some (9) lucky money
from adults. They also enjoy dragon or unicorn (10)
dancing
6.2.Without word cues

2. Fill in each blank with ONE correct word.
English in Europe
English has without a (1) __doubt___become the
second language of Europe and the world. European
countries which have most ( 2)___successfully___
assimilated English into daily life are England's
neighbours in Northern Europe: Ireland, the
Netherlands Sweden, Norway, and the (3)__rest__ of
Scandanavia. The situation is so (4) ____marked____
that any visitor to the Netherlands will soon be ( 5)
____aware_____ of the pressure of English on daily

life: television, radio and printed newspapers.

7. Answer the questions 1. Where was Shakespeare born ?
He was born in Strafford-upon-Avon .
2.Are there any disadvantages of the Internet ? If so ,
what are they ?
Yes, there are. It is time-consuming,costly and
dangerous.
3.2. GUIDED WRITING - WRITING A PARAGRAPH
WRITING
ACTIVITIES
1.Write a short
paragraph / passage /
using suggested ideas

EXAMPLES

NOTES

Write a short passage
about the benefits of the
Internet. You can use the

UNIT 1: Write about a
friend, real or imaginary
UNIT 2: Writing a personal
11


following cues.

- The Internet as a source
of information ( news,
articles, weather forcast,
etc.)
- The Internet as a source
of entertainment (
music,movies,
games,etc.)
- The Internet as a means
of education (on-line
schools, on-line lessons,
self-study,etc. )

2.Write a letter using
suggested questions.

3. Describe the chart

Write a letter to a friend
about your
neighborhood. These
questions may help you.
- Where do you live?
- What does your house
look like?
- What can you see from
your bedroom window?
- How far is it from your
home to school?
- How do you go to

school?
- Study the chart about
energy consumption in
Highland in 2000 and fill
in the gaps with the
information from the
chart

letter about a past
experience
TEST YOURSELF A:
Write about your birthday
party
TEST YOURSELF B:
Write about one of the
competitions
TEST YOURSELF C:
Write about Tet holiday
TEST YOURSELF D:
Write about the measures
to protect the environment
UNIT 10: Write a
description of Cat Ba
National Park
UNIT 8: Describe a
celebration
UNIT 12: Write about the
preparations for the the
Games
UNIT 13: Write about a

collection
TEST YOURSELF E:
Write about your hobby
UNIT 3: Write a letter of
invitation
UNIT 9 : Write a letter to
express satisfaction (or
dissatisfaction )
UNIT 4 & 6: Write a
formal letter

UNIT 7: Interpreting
statistics on population
from a chart
UNIT 11: Describe
information from a chart
12


4. Describe the table

5. Write a biography

6. Write a report

- Describe the chart,
using the information
from Tasks 1 and 2
Write a paragraph of
about 100 words,

describe the information
in the table
Write about
(1) Birth
(2) Place of Birth
(3) Known As
(4) Career
(5) Quote
The report on the visit
the Ponagar Cham
Towers in Nha Trang

UNIT 5: Describe the
information in the table
UNIT 15: Write a
biography of Neil
Armstrong
TEST YOUR SELF F:
Write a biography of Mark
Twain
UNIT 16: Write a report on
a man-made place

HOW TO WRITE A COMMON LETTER
Parts
Informal letters
Heading Writer’s address
Opening Date
Opening Dear.......
Body

Where ?
When ?
What to do ?
Who to deal
with ?
Closing How you feel .
Love ,
With love,
Regards,
Your .....
Signature Xxxxxx

Organization
Letters of Inquiry

Introduction

Complaint Letters

Situation

Request
Further information

Complication
Resolution

Conclusion
Yours faithfully,
Yours sincerely,

Action
Politeness
Yours faithfully,
Yours sincerely,

Xxxxxx

Xxxxxx

3.3. FREE WRITING - WRITING An essay/ a passage
Examples:
1. Game online is one of the problems worrying our parents these days . Write a
passage to justify your answer.
2. Self-study is a very important factor that helps students get success in their
study.
13


Write an essay of about 350 words about the benefits of self-study.
Useful tips: * Read the topic carefully
* Brainstorming
* Making outline
* Write the essay / passage
The essay plans for the three types of discussive essays:
For and against
Introduction
State topic(without
stating your opinion)
Main Body

Arguments for &
justifications,
examples
or reasons
Conclusion
Balanced
consideration
or opinion

Opinion
Introduction
Sate the topic and your
opinion
Main Body
Viewpoints & reasons/
examples

Solutions to Problems
Introduction
State the problem and
its causes/ effects
Main Body
Suggestions & results

Conclusion
Summarise/ restate
your opinion

Conclusion
Summarise your

opinion

* Formal style:
- Dicussive essay are written in formal style. This means you should use:
+ Passive voice, impersonal constructions
Eg: It is argued that ...; It is a common belief that .....
+ Formal linking words/phrases: furthermore, however, nonetheless
+ Complex sentences with a variety of links, dependent clauses, etc.
- You should not use:
+ short form (eg: I'm, it's) except when these are part of a quotation.
+ colloquial expressions, phrasal verbs, idioms: ,lots of, put up with,etc.
+ simplistic vocabulary (eg: Experts say they think this is bad, ...)
+ a series of short sentences (eg: Many people think so. They are wrong)
+ simple linking words (eg: and, but, so) except for variety.
* Useful Tips for Discussive Essays:
- When writing a discussive essay, you should:
+ use topic sentences to introduce the subject of each paragraph
+ write well-developed paragraphs, giving reasons/examples
+ use generalisations (eg: In most developed countries, education ...)
+ use sequencing (eg: Firstly, Secondly, etc)and linking words/phrases
+ make references to other source (eg: Expert have proved that ...)
- You should not:
+ use very emotional language (eg: I absolutely detest people who ...)
+ express personal opinions too strongly (eg: I know ...)
+ use personal examples (eg: In my school ...)
14


4. PRACTICE WRITTING TEACHING - GRADE 11 TEXTBOOK
PROGRAM

Here are some activities that can be used in the writing process. However, with a
requirement of a written exercise, we cannot mechanically apply it common to
all students that we need to flexibly design lessons to suit the student's level, and
most importantly, it is necessary to always refresh the lesson teaching by
varying and combining writing activities appropriately physical.
DESIGN ACTIVITIES FOR A WRITING PERIOD
UNIT 10: PART D – WRITTING
Topic : Write a description of Cat Ba National Park
Choose a warm-up form suitable for students' level so that they can easily enter
new lessons.
I. Warm-up

TOPICS
PROCESS
Write a
I. Warm-up
description
of Cat Ba
National
Park

ACTIVITIES
Put jumbled parts of a
a video clip about Cat Ba
passage in a correct
National park and
order.
answer some questions
- Body
- Conclusion

- Introduction

II. Pre-writing
Lead-in
At this point, the teacher skillfully reused the information in the warm-up to lead
into the lesson new . Here I give 2 activities for 2 levels of students
PROCEDURE
II. Pre-writing
1. Lead-in

ACTIVITIES
Let students know parts of a
-Lead in the lesson using the
simple paragraph and their
video clip
functions. ( Task a)
- Introduce parts of a
paragraph and what to write
in each part.

In this step, students will understand clearly how many parts a speech consists of
and how each part works. After arranging the sections in order, you have general
outline for the article can be drawn. To make sure students understand the steps,
Students can ask questions based on the complete speech in TASK b as follows:
+ What's the topic?
+ Where is Cat Ba National park located?
+ What is the total area of the park ?
15

PROCEDURE
II. Pre-writing
1. Lead-in

ACTIVITIES
Let students know how to
-Lead in the lesson using the
describe a place and their
video clip
functions. ( Task a) )
- Introduce parts of a
paragraph and what to write
in each part.
2. How to write a -Let students put the jumbled -Have students say 1 , 2 or 3
Simple paragraph sections to complete a model for Introduction, Body or
paragraph using the table of
Conclusion respectively
functions. (Task b )
before doing Task b
In addition, for average students, teachers can guide them to draw their own
outline with useful languge suggestions will help you write better.
+ Drawing an outline
1. Introduction
2. Body

3. Conclusion

- Cat Ba national park is one of the most beautiful national
parks in Viet nam. It is located…..
(What is the park famous for?) ....

The park is famous for:
+ tropical forests ...
+ coastal water ...
+ beautiful landscapes...
(What does the park have?)…..
Cat Ba national park has
+ a long and white sand beach
+ many special historic feature
+……………………
- The total area of the park…
- The natural resources of the park are abundant
and…………
Cat Ba national park is a good destination for people.....

III. While-writing
+ Before conducting TASK C, we need to make sure that the students have
understood the requirements Topics and suggested materials, avoid the case that
students receive writing orders but do not know what to write what or where to
start.
Eg :

16


Location

Special features

Cat Ba National park

Historic features

Total area

Animal and plants

+ If with 3 articles of the same genre, the student's time to practice writing is the
same as the teacher's time and students correcting the lesson will make the class
boring and monotonous. So we can separate the TOPICs to practice with
different activities:
Topic 1: Guided writing Pair-work
Topic 2 & 3: Controlled writing Group-work
+ Correction
This is an important step and takes up a lot of time for both teachers and
students. However , If this step is overlooked or omitted, the lesson will not be
considered as having high results because they don't know where their writing is
right or wrong or wrong.
A very effective operation when it comes to error correction is PEER
CORRECTION - Mutual Correction.
Letting the children correct each other's mistakes will help them remember their
mistakes as well as yours common and will be fixed in the next write . After
students correct each other's mistakes, the teacher will comment, remind and
guide students to make mistakes that they have not recognized.
IV. Post-writing
In fact, in a writing lesson with students with Intermediate level, the teacher can
only give they practice the exercises in the textbook. Therefore, do we need to
arrange the content of the lesson? make it reasonable, change lesson
requirements or integrate – connect combine or separate the contents, it is
entirely possible - as long as is that we must keep the purpose of the lesson
content.

Part Post-writing is designed with practice activities. The difference is to
reinforce the lesson and help students remember new better material.
For this writing lesson, we designed several activities
Practice after writing the following:
* Giving the product in front of the class : Depending on the level, students can
expressly read the product of individuals / groups or pretty good students can
17


present their own topics they have written on the board
* Drawing up an outline: Students will be provided with pictures in turn,
observing pictures, I will find out by myself the TOPIC of the article, what
PROBLEM does the picture describe, I can give you some suggestions
Which SOLUTIONS and if so, what BENEFITS will be achieved etc.
V. Homework
Homework needs to be designed in accordance with the lesson content and the
materials must be affordable pupil . An important thing is that the teacher must
have a guide to let the children know
What are you going to do with that homework?
Example: In this class, we ask you to prepare a paragraph about the description
of Ben En national park is the OUTLINE construction exercise from the Postwriting section : Drawing up an outline.
IV. EFFECTIVENESS
After one year of application of the new activities associated with other methods
of learning English now, last school year 2021 – 2022 According to the results
of the semester and I also investigated back in two layers 11A6, 11A8 I has
obtained the following results :
stu
den
ts
sur

vey
ed

81

Favorite levels for English
Very
Norm
Like
Hate
like
al
N
N
N
N
u
u
u
u
m % m % m % m %
be
be
be
be
r
r
r
r
1

47
39
1
0,
38
31
9
3
,9
,9
,
5
7

Academic English courses
Very
good medium Weak
good
N
N
N
N
u
u
u
u
m % m % m % m %
be
be
b

be
r
r
er
r
3
42
7
18
2,
37
30
14
2
,0
,
,4
5
1

To sum up, writing activities in particular and teaching 4 skills in general at
Hau Loc 4th High School we always follow the unified process : PLAN ORGANIZATION - TEST – EVALUATION, after each annual exam, there is an
assessment to learn from experience under direction of the School Board.
The topics presented above are the methods I have used to teach the skill
write for students. Through that, I also realized that there have been many
changes in teaching and learning of our teachers and students:
* For students: With the knowledge they have accumulated from writing lessons,
they can complete the written assignments easily, the results of the periodic tests
are improved and above all is the result of the final exam, with the rate of
ENGLISH ranked at the high rate in the province for many years in a row.

18


* On the teacher's side: Understand the learning needs of students, what are they
weak and need? and at the same time we also find more active teaching
methods, suitable for students, helping them not only practice writing better but
also improve their results of the quality survey exam, the semester exam and the
final exam – the final stage in the 3-year training process.
In the coming time, I will continue to improve my teaching methods to improve
the quality of the subject of English and help students love this subject more and
more
C. CONCLUSIONS AND RECOMMENDATIONS
I. CONCLUSIONS
Through the process of directly teaching and applying the rules of teaching
writing to students, I have some lessons learned are as follows:
To teachers and students
* Most English competitions are designed in written form: semester exam, the
final exam, Olympic exam,…. etc. Obviously, writing skills are closed
a very important role. However, while taking the test, students often lose points
because WRITING questions. For students in particular and foreign language
learners. In general, this skill needs to be regularly practiced in many other
forms of exercise each other and teachers need to repeat many times the
prescribed steps of an article for students to write down miss .
* Teachers must have a rich vocabulary and solid grammar knowledge to help
edit articles for students. Direct them to write in the correct English style, but
not VIETNAM - ENGLISH translation.
* Always combine teaching WRITE with the rest of the skills.
* The form of practice needs to be varied, always refreshing your lessons
without completely breaking down belong to textbooks and especially must be
suitable for students.

* Practice writing for students right from small grades. When practicing, let
them practice writing simple sentences
From simple to complex, gradually guide the children to write paragraphs with
great topics simple on the basis of lessons: family, friends, school, personal
interests, entertainment, surroundings .
* Another necessary thing is that teachers should remind students to follow 3
prescribed steps when practicing writing:
Pre-writing; While-writing and Post-writing at the same time help students have
a habit BRAINSTORMING to list all the details related to the article topic, and
then create OUTLINE . While writing, students need to use GRAMMAR and
sentence structures tightly tight. Sentence linking words – CONNECTIVES
used appropriately, in the right situations will contribute to make your writing
more concise.
II. RECOMMENDATIONS
19


In terms of management
* Team level:
- The teacher sets the test to focus on writing skills.
- The chief specialist approves the topic and gives feedback to the teacher on
the form of written test.
- Attend lessons to learn from experience, remind teachers to combine 4 skills.
* School level:
- Increase the 11th grade period right from the beginning of the school year, so
that students have time to review old knowledge and practice new knowledge is
learned.
- Organize tutoring for weak students to promptly help them improve their
English.
I look forward to the comments of the leaders, professionals, colleagues

for this initiative is excellent and widely used makes teaching English teachers
high schools achieve good results, meet the requirements of teaching methods
innovation in today.
I sincerely thank.
Approved by

Hau Loc, May, 25th, 2021
I here by acknowledge that this study is
mine. The date and findings discussed
in the thesis are true, used with
permission from associates and have
not been published elsewhere
.
Written by
Mai Thi Lan

20


REFERENCE BOOKS
1. English text book grade 11, educational publisher
2. Knowledge, skills courses of standard English, educational publisher
3. A practical English grammar book of A.J.Thomson
4. Cambridge advanced learner’ dictionary 3rd edition, Cambridge university
press
5. />6. Questionaire
a.

Very like

How often do you like to learn English?
Like
Normal

Hate

b.

Never

How often do you use language games at lessons?
Rarely
Sometimes
Usually

EXPERIENCE INNOVATION SUBJECTS THAT HAVE BEEN
21


ASSESSED BY THE BOARD, CLASSIFIED LEVELS OF EDUCATION
AND TRAINING DEPARTMENT, DEPARTMENT OF EDUCATION
AND TRAINING DEPARTMENT
Written by: Mai Thi Lan
Position: Teacher
Work place: Hau Loc 4th high school
CLASSIFICATION RANK
ASSESSMENT
(A, B
LEVEL
or C)

(DEPARTMENT,
DEPARTMENT,
PROVINCE...)

SCHOOL
YEAR

Một số trò chơi nhằm tạo hứng thú
học tiếng Anh cho các em học sinh
lớp 11

Department of
Education and
Training of Thanh
Hoa province

C

2011-2012

Some activities in the conclusion
stage to motivate students in grade
10 to learn English

Department of
Education and
Training of Thanh
Hoa province

C

2013-2014

Some activities in the warm up
stage to motivate students in grade
11 to learn English

Department of
Education and
Training of Thanh
Hoa province

C

2015-2016

Some measures to improve reading
comprehension skills for students
in teaching English 11 in the
direction of the national high
school exam

Department of
Education and
Training of Thanh
Hoa province

B

2019- 2020

SUBJECTS

22