Sáng kiến tiếng anh (EXPERIENCE INITIATIVE) TEACHING HOW TO WRITE A PARAGRAPH IN ENGLISH FOR GIFTED STUDENTS AT NGUYEN CHICH SECONDARY SCHOOL

DONG SON DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN CHICH SECONDARY SCHOOL

EXPERIENCE INITIATIVE

"TEACHING HOW TO WRITE A PARAGRAPH
IN ENGLISH FOR GIFTED STUDENTS
AT NGUYEN CHICH SECONDARY SCHOOL"

The writer: LÊ ĐÌNH LƯỠNG
Position: English Teacher
Place of work: Nguyen Chich Secondary School
Experience Initiative: English

THANH HÓA, 2019


INDEXT
TITTLE

PAGE

A. Introduction

2

I. Rationale

2

II. Practical basis

2

III. Resrearch subjects and time

2

IV. Research purposes

2

V. Research methods

3

B. Contents

3

I. How to write a paragraph

3

II. Some things to remember when writing a paragraph

4

III. Some types of writing a paragraph

4

IV. The solution

16

V. The results

16

C. Conclusions and recommendations

17

I. The conclusions

17

II. The recommendations

17

D. References

19

E. Danh mục các SKKN đã được Hội đồng sáng kiến kinh nghiệm
Ngành GD & ĐT huyện, tỉnh và các cấp cao hơn xếp loại từ C trở
lên

20

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
2


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 do not know how to write an outline. Especially they do
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 9 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.
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- 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.
1. 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
2. The supporting sentences
- Give the main ideas to explain, prove the topic sentence.
- This section usually includes 3 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
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3. 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
1. Don’t use contractions
2. Do not go down the line for a paragraph.

3. The paper must contain the full three sections as stated above. Do not write too
long or too short.
4. Do not use "YOU" in a paragraph.
5. Do not use "extreme words".
6. Always repeat the" KEY WORDS" in points.
7. Use "linking words" correctly and clearly.
8. Use "ACTIVE VOICE" instead of "PASSIVE VOICE"
III. SOME TYPES OF WRITING A PARAGRAPH
1. 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 T-shirt.
- 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.
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* 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
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+ 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 good-looking. 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.
2. Type 2. 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.
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- 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.
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+ 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.
3. Type 3. Describing festivals/ events/ ceremonies:
1. Introduction: Set the scene ( name,time/date, place of event, reason(s) for
celebrating)
2. Main body: Preparations( decorations, rehearse,etc.). Description of actual
event (costumes, food, atmosphere, activities,etc.)

3. 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.
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4. Type 4. Narratives:
1. 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.

2. 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)
3. Conclusion: End the story(complete the plot; describe feelings/ reactions;
explain the conspuences)
* Notice:
- Before writing, you must first think of a suitable story outline, 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
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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.
5. Type 5. 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:
+ 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

Some/many/ most people/
experts/scientists/sceptics

claim/suggeste/argue/feel that ...
maintain/believe/point/agree/hold that ...
advocate ( +ing/noun)/support the view that ...
oppose the view that
in favour of/against ...
all 0f the opinion that/convinced that ...
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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
- 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 ...
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On balance,
All things considered,
Taking everything into
account/consideration,
To conclude,
To sum up,
All in all,
Finally/Lastly,

it seems/appears that ...
it would seem that ...
it is likely/unlikely/possible/foreseeable that ...
it is clear/obvious that ...
there is no/little doubt that ...
the best course of action would be to ...
achieving a balance between ... would be ...
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 conclusion,
Clear/apparent
Evidence
All in all,
It is
plain/obvious from
above
Points
To sum up,
evident
foregoing arguments
- 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,
+ 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 do 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
13


Holland, teachers allow pupils to stay at school to do 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 do
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 do with
their children. Parents are often better at teaching their own children.
6. Type 6. 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 ...
+ 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 do 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
14


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 do. 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.
7. Type 7. 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:
- 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 ...
Measures Must/ could be taken In order
Deal with/eradicate ...
to
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+ 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 (of) ... is ...
An alternative
eradicate
+
People
should focus their/ to solve/overcome the problem of ...
Governments
our attention
to improve the situation of ...

We
on ways
to reduce the impact of ... on society ...
+
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 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 do
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.
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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
- 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 %
9
11
1
9
1
9
6
54
3
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 %
9
11
2
18
5
45
4
37
0
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 %
9
10
2
20
4
40
4
40
0

0
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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.
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
1. 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.
2. 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.
18


- Building an audio-visual room and buying some equipments such as
radios, tapes, projectors and so on.
3. To Dong Sơn Department Of Education and Training
- Regularly organizing the seminars in order to improve the quality of
teaching English.
Dong Son , March 11th , 2019
I assure this is my experience
initiative, not copying the contents of
other people.
The writer

The confirmation of
the Head –Master

Le Dinh Luong

D. REFERENCES
1. Writing Academic English - Alice Oshima and Ann Hogue
2. Real Writing - Roger Gower
3. 220 English Essays - Renee Gehman, Almos Masksay and Laura Kristoffersen
4. Successful Writing (Proficiency) - Virginia Evans
5. Answer to All TOEFL Essay Questions
6. Some websites:
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E. NHỮNG SKKN ĐÃ TỪNG ĐẠT GIẢI
Giám độc SGD&ĐT

Được Hội đồng khoa học Ngành xếp loại C
“Gây hứng thú học tập Tiếng Anh cho học sinh khối 6” năm học

Giám độc SGD&ĐT

2004-2005
Được Hội đồng khoa học Ngành xếp loại C
“Phương pháp dạy kĩ năng Viết cho hoc sinh khối 9” nam học
20


Giám độc SGD&ĐT

2009-2010
Được Hội đồng khoa học Ngành xếp loại B

Giám độc SGD&ĐT

“Học Tiếng Anh 6 thông qua các bài hát” 2011-2012
Được Hội đồng khoa học Ngành xếp loại C
“Thiết kế bài kiểm tra tiếng Anh chương trình Tiếng Anh 6 mới

B cấp huyện

ở trường THCS Nguyễn Chích năm học 2014-2015”
“Experience in teaching English writing skill for grade 9th
students” năm học 2017-2018

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