Techniques in teaching writing a paragragh

SỞ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG THPT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

TECHNIQUES IN TEACHING WRITING A PARAGRAGH

Người thực hiện

: Nguyễn Thị Lan

Chức vụ

: Giáo viên

SKKN môn

: Tiếng Anh

THANH HÓA NĂM 2016

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TABLE OF CONTENTS
PART I. INTRODUCTION………………………………………………. .2
PART II. CONTENTS……………………………………………………. .2
1. Rationale……………………………………………………………… ....2
2. Practical basis…………………………………………………………… 3
3. Techniques in teaching writing a paragragh……………………………...4
3.1. Literature review………………………………………………………4

3.2. Pratical application……………………………………………………6
3.3. The steps of writing a paragragh in English textbook………….……8
3.3.1.The steps of writing a paragragh …………………………………...8
3.3.2.The sample planning lesson………………………………………...13
PART III. CONCLUSION ……………………………………………….19
PART IV. REFERENCES………………………………………………....20

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PART I. INTRODUCTION
( Reasons for choosing the research)
Needless to say, English has played a remarkable role in almost every aspect
of life. In schools, it is regarded as one of the most important subjects at all level
of education. Working as a teacher of English, I am particularly interested in
teaching writing skill. Therefore, I am concerned with approaches and methods
which can help to enhance the learners’ writing proficiency as well as facilitate
their learning English as a second language. This is the first reason I choose the
research “ Techniques in teaching writing a paragragh”. Besides that, I have
also chosen to study this study because of the following reasons:
- There is a change in the requirement of the GCSE test, in which writing a
paragraph is a compulsory part, but students usually bypass or get bad mark.
- Writing a paragraph has always been a must in such other important exams as
exams for gifted students.
- Writing a paragraph well enough is considered as a precondition of an essay
writing as well as other styles of writing English.
- Writing as a way to broaden knowledge of various fields, improve vocabulary
of a particular field and most importantly, the way to use English language.
Hopefully, the research would be shared with any colleagues who had the
same problem or anyone who is interested in this theme. The author carried out

this study with an attempt to make a small contribution to the already enriched
teaching methods in the hope of helping language learners improve their writing
a paragragh as well as other writing skills and reach the goal of learning English
in general.

PART II. CONTENTS
1. Rationale.
Writing is the most difficult and important skill when learning as well as
teaching. According to Raim(1983,p3): writing helps our students learn cos:
First, writing reinforces the grammatical structures, idioms and vocabulary that
we have been teaching our students. Second, when our students write, they also
have a chance to be adventurous with the language, to go beyond that they have
just learned to say, to take risks. Thirdly, when they write, they necessarily
become very involved with the new language, the effort to express ideas and the
constant use of eye, hand and brain is a unique way to reinforce learning.
Writing is a productive skill, so it is writing that provides students with a chance
to put all those language itself and practice communicative skills at the same
time. Through the act of writing students will realize what they are already good
at and what they still need to learn to become a better and more effective writer .
Writing can be frustrating and disliked. When we speak, we do not really think
about the grammatical correctness or the mechanics of what we are saying.
Everything flows as speech happens rather quickly; we do not repeat our speech
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to check for mistakes or the appropriateness of what we are saying. Writing, on
the other hand, does not flow smoothly. We write a few lines, re-read them, edit
what we have written if necessary, and then carry on the process – we are
constantly checking for correctness.
Moreover, the writing style of each genre is not the same. Narrative differs

from account writing, writing letters isn’t similar to discription etc…And to
become a good writer , a student has to get a range of the following
requirements:
+ Getting right grammar
+ Having a range of vocabulary
+ Punctuating meaningfully
+ Spelling accurately.
+ Using a range of structure.
+ Lingking ideas and information to develop a topic clearly.
+ Developing and organizing the content.
In fact, writing is a skill that takes such a lot of time and patience. Therefore,
not many students are willing to start doing it, leading to certain difficulties for
the teachers of writing. I have decided to devote my time and effort to writing
about this matter with a view to sharing some of my modest experience with
colleagues, hoping that writing a paragraph is no longer a boring and
challenging task and is better welcomed by students.
2. Practical basis
2.1. Toward the teachers:
There are too many students in class, so the teachers manage difficultly who
work or not and the uneven learning capacity of students. The teacher can not
correct all mistakes and help each student. Writing process is usually longer
than 45 minutes allowed.
2.2. Toward the students:
This is also the teachers’ biggest difficulty. Eventhough students have been
learning more than 4 years in primary and secondary schools, their limitations
on social knowledge as well as literature is big. There is not enough vocabulary
and structures to show ideas, thoughts…Having trend to use speaking English
when writing and think in Vietnamese then translate into English. There is not
enough information and knowledge about writing topics and styles of writing.
Consequently, they are bored with writing lesson. With my students who are not

good in the entrance exam, writing in Vietnamese is still difficult and now
writing in English, this difficulty is doubled. Moreover, English writing style
differs from not only Vietnamese but also other styles of English.
Actually, the starting point of most my students is nearly zero. However, I
don’t blame the bad result for the students. I make effort to give my students
love, determination, purpose and correct leraning methods. Teaching them how
to learn new words, form clauses, write simple sentences, complex sentences
and connect the sentences into a paragraph and the paragraghs into an essay.
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3. Techniques in teaching writing a paragragh
3.1. Literature review:(what is a paragragh ? how to write it?)
3.1.1. Definition of paragragh:
A paragragh is a group of sentences about a single topic. Together, the
sentences of the paragragh explain, clarify, develop, support the writer’s main
idea(most important idea) about the topic. A paragragh is often between five and
ten sentence, but it can be longer and shorter, depending on the topic.
3.1.2. The structure of a paragragh :
A paragragh has three basic parts: topic sentence, supporting sentences and
concluding sentence.
Figure. Paragraph Structure Graphic Organizer:
Topic sentence……………………………………………………………...
………………………………………………………………………………
Supporting sentence 1………………………………………………………
………………………………………………………………………………
Supporting sentence 2………………………………………………………
………………………………………………………………………………
Supporting sentence 3………………………………………………………
………………………………………………………………………………

………………………………………………………………………………
………………………………………………………………………………
Concluding sentence………………………………………………………..
………………………………………………………………………………
* Topic sentence:
- Topic sentence is often the first one, contain both a topic ( that writer is
discussing) and controlling ideas (the writer’s specific stance on that subject),
and :
+ Introduces the topic in the paragragh.
+ Is the most general sentence in the paragragh
+ Contains controlling ideas( main ideas) . A controlling idea is a word or
phrase that the readers can ask questions about: How? Why? In what ways?
What does that mean?
Example: Topic sentence: There are numerous advantages to owning a
hybrid car.
• Topic : hybrid car
• Controlling idea: advantages
- The foundation of a good paragraph is the topic sentence, which expresses
the main idea of the paragraph. The topic sentence relates to the thesis, or main
point, of the paragragh or the essay and guides the reader by signposting what
the paragraph is about.
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- An effective topic sentence combines a main idea with the writer’s personal
attitude or opinion. It serves to orient the reader and provides an indication of
what will follow in the rest of the paragraph
- Topic sentence does not contain too much specific information, isn’t too
general and must relate to other sentences in the paragragh.
- However, the topic sentence need not always come at the beginning of a

paragraph. Sometimes writers prefer to list a series of examples and then wrap
up with a concluding sentence that functions as both a topic sentence and a
summation. Many effective paragraphs don't have a topic sentence at all. Topic
sentences would probably be intrusive, for instance, in a narrative used in a case
study. Sometimes paragraphs lack topic sentences because a writer prefers to
make a point more subtly, allowing information to speak for itself and forcing
readers to draw their own conclusions. In that instance, the writer might decide
that a topic sentence would be too heavy-handed.
* Supporting sentences:
They come after the topic sentence and make up the body of the paragraph
by explaining, providing, or enhancing the controlling idea in the topic sentence.
Most paragraphs contain three to six supporting sentences depending on the
audience and purpose for writing. A supporting sentence usually offers one of
the following: Reason, Fact, Statistic, Quotation, Examples.
Examples: There are numerous advantages to owning a hybrid car. (Topic
sentence)First, they get 20 percent to 35 percent more miles to the gallon than a
fuel-efficient gas-powered vehicle. (Supporting sentence 1: statistic)Second,
they produce very few emissions during low speed city driving (Supporting
sentence 2: fact). Because they do not require gas, hybrid cars reduce
dependency on fossil fuels, which helps lower prices at the pump(Supporting
sentence 3: reason). Alex bought a hybrid car two years ago and has been
extremely impressed with its performance(Supporting sentence 4:
example.)“It’s the cheapest car I’ve ever had,” she said. “The running costs are
far lower than previous gas powered vehicles I’ve owned.” (Supporting
sentence 5: quotation)
- The type of supporting sentence you choose will depend on what you are
writing and why you are writing. For example, if you are attempting to persuade
your audience to take a particular position you should rely on facts, statistics,
and concrete examples, rather than personal opinions.
- Supporting sentences must focus on developing the topic, are arranged in a

clear and logical way and linked together by the appropriate connectors to have
unity and coherence in a paragargh.
1. Sequencing/listing

TABLE OF CONNECTORS
First of all, first(ly), second(ly), third(ly), next, then,
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finally
2. Adding to what you Also, furthermore, in addition, additionally, moreover,
have said
besides
3. Contrasting
In contract to this, on the contrary, conversely, while,
whereas
4.Expressing
Similarly, likewise, in the same way
similarity
5. Giving examples
For example, for instance, in particularly, such as,
that is to say, namely
6. Showing results
As a result, as a consequence, consequently, hence,
thus, therefore, so
7. Conceding
Although, eventhough, even if, after all, all the same,
however, nonetheless, nevertheless, still, yet, in spite if
this, despite this,
8. Restating

In other words, that is to say, to put it simply
9. Inferring
In other words, in that case, (or) else, otherwise
* Concluding sentence:
-This sentence closes the paragragh. It tells the readers that the paragragh is
finished.
- An effective concluding sentence draws together all the ideas you have raised
in your paragraph. It reminds readers of the main point—the topic sentence—
without restating it in exactly the same words.
Examples: Topic sentence: There are numerous advantages to owning a
hybrid car.
Concluding sentence: To sum up, given the low running costs and
environmental benefits of owning a hybrid car, it is likely that many more people
will follow Alex’s example in the near future.
( not repeat the word: advantages, but replaced by the synonyms :benefits)
- We should avoid introducing any new ideas into your concluding sentence. A
conclusion is intended to provide the reader with a sense of completion.
Introducing a subject that is not covered in the paragraph will confuse the reader
and weaken your writing.
- The concluding sentence begins with the phrase such as: In summary, to sum
up, to conclude, in conclusion, in short, in brief …
3.2. Practical Application( practice for writing a paragragh)
Here are some effective ways to help students practise writing a paragragh:
* Paragragh sequence: write the sentences of a paragragh onto separate
sentence strips. Place strips into a large envelope. Students need to place the
sentence strips in the correct order to creat a paragragh. They then copy the
paragragh onto a sheet of paper for assessment.
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* Topic sentence match: Using large index cards, make a stack of paragraghs
without topic sentences and a stack of cards with the correct topic sentence.
They read paragraghs to themsevles and make an illustration.
* Picture prompt : Place a stack of card with pictures glued on. Students
choose a card and write a paragragh on what they see. Remind student to add a
title.
* Choose a chart: On chart papers, write short pragraghs with mistakes such as
grammar, spelling, punctuation, sequence, etc. Place the chart papers in lagre
zipslock bags. Students choose the chart to work on. They edit the paragragh and
write the new version on your notebook.
* Cooperative writing: Deviding students into small groups of 8-10. The
groups write the same short story. Teacher gives a first sentence to the groups.
Each member of the group must think to write a next sentence and the last
student write the ending sentence. Then the teacher asks the groups to read their
story aloud. Finally, the teacher corrects their mistakes. Their stories are usually
very interesting.
* Story packets: On a large envelope, write a topic and words associated with
that topic. Place paper inside the envelope. Allow student to choose a story
packet and write about the topic printed on the envelope. Some examples of
story packets are Christmas, Tet holiday, Mid-autumn….
* Excercies: we prepare some excercises like that:
1. Identifying good topic sentences: Identify the sentences with an effective
controlling idea.
a. I am going to write about my country.
b. Videos games are not bad for children.
c. A large proportion of women nowadays still suffer from domestic violence.
Key: b and c are good topic sentences because they contain effective controlling
ideas. a is not a good one because it is too general so it cannot be discussed in
one paragraph.
2. Writing topic sentences:

For each of the word or phrase below, write a topic sentence with one
controlling idea.
a. Protecting the environment
b. Future life
c. Sports
Key: The answers are varied so the teacher sees if the topic sentences include
effective controlling ideas or not.
3. Identifying topic sentence and supporting sentences.
Write TS next to the topic sentence and SS next to the supporting sentences.
______ a. Relaxation is another benefit that music brings about.
______ b. Music helps many people earn a great deal of money.
______ c. Music plays a very important part in our daily life.
______ d. Cultural exchange will become more effective with the help of music.
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Key:
___SS___ a. Relaxation is another benefit that music brings about.
___SS___ b. Music helps many people earn a great deal of money.
___TS___ c. Music plays a very important part in our daily life.
___SS___ d. Cultural exchange will become more effective with the help of
music.
4. Gathering ideas for a topic.
Brainstorming on the following writing topics.
a. There have been a lot of changes in family life in the past 20 years.
b. What are the difficulties encountered by women in modern society?
c. Why should we do charity work?
Answers: The results of the work are varied. Teacher should encourage students
to find as many ideas as possible.
5. Identifying supporting sentences and concluding sentences.

Read the topic sentences below. Write SS next to the supporting sentences and
CS next to the concluding sentence.
Looking for a job is very difficult these days.
______ a. The number of applicants for each is very big.
______ b. Interviews are so challenging for candidates.
______ c. It is really hard to find a suitable job.
______ d. Most of the jobs are now very demanding.
Key:
Looking for a job is very difficult these days.
___SS___ a. The number of applicants for each is very big.
___SS___ b. Interviews are so challenging for candidates.
___CS___ c. It is really hard to find a suitable job.
___SS___ d. Most of the jobs are now very demanding
 We can carry out the above ways as following:
- Divide class into groups of 4-5.
- Let students do in 5-7 minutes, go around to observe and help if necessary.
- Ask ss to share their results with other groups or call the representatives to
read in front of class or write on board.
- Help ss to correct mistakes or give feedback.
3.3. The steps of writing a paragragh in English textbook:
3.3.1.The steps of writing a paragragh:
Up to dates, there are several ways to approach writing in the classroom. It
should be said at the beginning that there is not necessarily any 'right' or 'best'
way to teach writing skill. The best practice in any situation will depend on the
type of student, the text type being studied, the school system and many other
factors . Different ways in approaching the tasks inform major movement in the
teaching of writing( by Ann Raimes, Oxford University Press, 1983).According
to Raimes, there are 3 principal ways of approaching the task: focusing on form,
focusing on the writer and focusing on the reader. The first perspective can be
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found in traditional, text-based approach( product approach). Teachers who
adopt this approach often present authoritative text for students to imitate or
adapt and they may see errors as something they have a professional obligation
to correct and eliminate . The second approach which is called “process
approach” emerges in part as a reaction against the tradition of form- focus. It
particularly stresses on the writers as an independent producers of text. The third
approach called “genre approach” is considered to be more socially oriented
with the assumption that if the reader cannot recognize the purpose of a text,
communication can not be successful. In this research, I apply two approach:
product approach and process approach( answering for two questions: how to
write and what to write), but oriented approach to writing is a process rather
than a final product. Six steps of writing process can be summarized in the
following figure:
Getting ideas
together

Planning

Being motivate to
write

Drafting

Editting
Final version

3.3.1.1.Being motivate to write( warm up):
One of the most difficult aspects of becoming a teacher is learning how to

motivate your students. It is also one of the most important. Students who are
not motivated will not learn effectively. They won’t retain information, they
won’t participate and some of them may even become disruptive. A student may
be unmotivated for a variety of reasons: They may feel that they have no interest
in the subject, find the teacher’s methods un-engaging or be distracted by
external forces. It may even come to light that a student who appeared
unmotivated actually has difficulty learning and is need of special attention.
While motivating students can be a difficult task, the rewards are more than
worth it. Motivated students are more excited to learn and participate. Simply
put: Teaching a class full of motivated students is enjoyable for teacher and
student alike. Some students are self-motivated, with a natural love of learning.
But even with the students who do not have this natural drive, a great teacher
can make learning fun and inspire them to reach their full potential.
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Here are some effective ways to get your students excited about learning:
* Pictures: Showing some pictures relating to the topic of writing in order to
lead students into new lesson and tell them the lesson’s objectives.
* Songs: Let ss listen some songs, and guess the name of the songs or musicians
or topic of writing lesson.
* One never fail motivational method you can use with your students is giving
rewards. Tell your students that if everyone in class earns an 7 points or higher
on a writing you will give them a special gift.etc.
* Offer extra information about your subject. If you want the students to be
excited about what you're teaching, then you'll have to go above and beyond the
curriculum. Keep the students updated with recent developments regarding their
subject.
* Tell a story: Telling a story can help you engage students, especially a funny
story about the topic of writing.

* Games: Students may wish to play games purely for fun. Teachers, however,
need more convincing reasons. 'Teachers need to consider which games to use,
when to use them, how to link them up with the topic of writing lesson and how,
more specifically, different games will benefit students in different ways (Khan,
J.1996).' The key to a successful language game is that the rules are clear, the
ultimate goal is well defined and the game must be fun.
3.3.1.2.Getting ideas together( Pre-writing)
To get ideas from students before writing , I have been applying some ways
like brainstorming, questions, pictures, model paragragh, matching, networds…
* Brainstorming:
- Brainstorming is a way of gathering ideas about a topic. There are many ways
to get ideas for a specific topic. However, the following are the most common
one: making a listing, free writing and mapping…
- When brainstorming :
+ concentrate on the topic and think about the key word.
+write down every idea that comes to you.
+don’t worry about whether the ideas are useful or not.
+ ignore grammar and spelling mistakes.
→ Aim: gather as MANY IDEAS as possible.
Example: Unit 13. D. Writing :describing the preparations for the coming Asian
Games( grade 11)
National sports centers
Training areas
Roads
Car parks
Hotels
.
National Stadium

facilities

of the
Asian
Games

Guest houses
local stadium
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- Editing:
+ Choose ideas: the most interesting, relevant
+ Add necessary information or ideas.
* Questions: Teacher gives lists of questions about the topic and ask students
to answer. Then, ask them to arrange and connect the answers in a paragraph.
Example: Unit 11. Writing about a book( grade 12)
- Ask ss to work in groups to answer the questions about a book they have
read.
1 .What is the title of the book?
2.Who is the author?
3.What type of book is it?
4.Where is the book set?
5.What is the main theme of the book?
6.Who are the main characters?
8.What is the plot of the story?
9.What was your opinion of the book?
10.Would you recommend the book?
* Pictures: You should use pictures for describing writings and ask ss what
they know about and see in the picture.
E.g. Unit 8. D. Writing: Describing a celebration( Grade 11).

* Model paragragh: Giving ss a model paragragh and ask them to draw out
structure, main ideas…
Example. Unit 14. writing an annoucement( grade 10)
Model paragragh: The monitor of class 10G wishes to announce that the
performance of our class will be showed at 7.30 p.m on Thursday, April 23 rd in
school meeting hall. Tickets will be sold at Ho Chi Minh Communist Youth
Union’s office from now, March 30 for 5.000 VND each. Money collected will be
sent to the school fund to support people in flooded areas.
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→Students can draw out structure of an annoucement: Who is the announcer?
What is the announcement about? When ? Where?
* Matching: Through matching, ss get main ideas of a paragragh
Example: Maching A with B
( handouts ) (unit 3. Writing about
people’sbackground- grade 10)
A
B
1. Name
a. Boston
2. Date of birth
b. Kensington High school
3. Place of birth
c. English, French, Math.
4.Schools attended
d. Tourist guide
5. Exams passed
e. David brown
6. Previous jobs

f. 12/ 11 / 1969
7. Interests
g. Music and dancing
→Basing on information above, ss will know what they need to write about
people’background.
3.3.1.3. Planning ( Pre-writing)
* Firstly, repeating a form of a paragragh and making outline.
- Repeat how many parts of a paragragh and how to write topic sentence,
supporting sentences and concluding sentences.
- Making out line: An outline is a list of the information you will put in the
paragraph.
- An outline should:
+ begin with the topic sentence
+ show the organisation of the paragraph.
+ ends with the concluding sentence.
- An outline plays a very important role in the success of the paragraph because
it helps:
+ show you what to write before you actually start writing.
+make the paragraph well-organised enough and clearly-presented.
+ clude all important points without missing any.
 Sample outline: Write a paragraph to describe the preparations for the
coming Asian Games. (unit 12. D.writing-grade 11)
Topic sentence: To prepare for the coming Asian Games, we have a lot of
things to do.
Supporting sentences: -First of all, we will build…….,….upgrade the
National sports centres……widen the training area and the roads…..
- Secondly,…equip the hotels and the guest houses…..
- …..
- Finally,……….
Concluding sentence: In summarry, building and upgrading facilities,

advertising the Games, and selecting volunteers are three essential things ...
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*Secondly, give some structures and new words or teach new vocabulary if
necessary:
Example: Unit 8. Writing about a celebaration( grade 11)
 Name of the festival: Women’s Day/ The Vietnamese Teachers’ Day……is
one of the popular celebrations in Viet Nam/ I like…….
 Time of the festival: It is celebrated on.../It takes place on…/ This
celebration falls on…
 Purpose of the festival: It is the time when …./ It celebrates ...
 Main activities of the festival: On this day, people often…../The main
activities of this festival are…..
 Your feeling about the festival: I like this day/festival very much
because….
3.3.1.4. Drafting( writing)
After the students have an outline for a paragraph, they can start writing the
intended one.
There are many ways for the teachers to carry out this stage. It is advisable that
students should practise individual or pairs or groups first, and then the whole
class. At the very beginning of writing practice, students should learn how to
write a good topic sentence, a good concluding sentence.
Once students are skilled at writing topic sentence and concluding sentences
and making outlines, they should learn how to develop supporting sentences.
This is of great importance because the supporting sentences must ensure unity
and coherence. The writers should know how to improve their vocabulary and
structure range so that their supporting sentences will be fascinating or
convincing enough.
3.3.1.5. Editing( Post – writing):

- Checking: by teacher
- peer review.
- Giving suggestions to improve the students’ work.
- Classify students: +advanced: improve wording: language use (word choice,
collocation )
+ beginners: focus on organisation, grammar, spelling
3.3.1.6. Final version:
SS can write final version at home and then teacher may check in next period,
or SS write on papers to submit and then teacher correct their writing at home.
3.3.2. The sample planning lesson
Above 6 steps of writing process are taken into consideration in 4 activities
below:
Unit 12: THE ASIAN GAMES( Grade 11)
D. Writing
I. Objectives:
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1. Educational aim: Students know how to describe the preparation for the
coming Asian Games.
2. Knowledge:
- General knowledge: Students can write a passage describing the preparations
for the coming Asian Games
- Language: + Words related to the topic: preparation for hosting the Asian
Games.
+ Using the connectors suitably and correctly
3. Skills:
+ Reading: read the cues given to write a paragragh describing the preparations
for the coming Asian Games.
+ Speaking: ask and answer basing on information in handout.

+Writing: write a paragragh to describe the preparations for the coming Asian
Games.
II. Method: Intergrated, mainly communicative
III. Teaching aids: a model paragragh, hand outs , pictures, textbook, overhead
projects
IV. Procedures:
Contents and requirements
T’s activities
Ss’
activities
Activity 1. WARM-UP( motivate and get ideas - Gives
- Play the
together) (7min)
instructions
game
 Game: Hangman
-Gets ss to play
game
- Divide SS into 2 teams: Team A and team B
- Each team will in turn say out any letter in the
alphabet to find out key word.
-If the letter is correct, put it in the position, but if
ss guess wrong letters,teacher starts to draw a
body part to the gallows (head, body, left arm,
right arm, left leg, right leg). The player will
continue guessing letters until they can either
solve the word or all six body parts are on the - Gives
feedback
gallows.

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Contents and requirements

T’s activities

Ss’
activities

Brainstorm
(Key: FACILITY)
Brainstorm: The facilities of the Asian
Games and copy them on the board
Expected answers;
National sports centers
Training
areas


the
facilitie
s

Roads
parks
Hotels
houses
.
National Stadium



Car

- Ask Ss:
“Suppose
Vietnam is
going to hold
the coming
Asian Games.
What facilities
does our
country need to
have?”

Guest

local stadium

- Writes the
title of lesson
on board

-Listen
and open
the book

Lead-in: write a paragraph to describe
the preparations for the Games.

Activity 2. PRE-WRITING( planning step)
(15min)
• Pre-teach vocabulary

-Elicits

and

presents

new

words

 Recruit (v): “How do you say “tuyển chọn” in - Helps ss
pronounce
English?” (translation)
them exactly
 Upgrade (v): “Our school now is not in good
condition. We have to upgrade to make it
better. So, what does the word “upgrade”
mean?” (example)

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- Answer
and write
down

-Listen

and
pronounce


Contents and requirements

T’s activities

Ss’
activities

 Promote (v): “This word means to help
something happen or develop.” (explanation)
 Widen

(v):

“

The

same

meaning

as

“broaden”?” (synonym)
 Official (adj): “How do you say “chính thức” -Asks students
to

in - Work in
pairs
• Ask and answer (use questions in hand pairs, ask and
- Present
answer
out to ask and base on information in
-Gives time for
textbook to answer):
students to do
A
in English?”

work

1.What should we build first?

the task.

2.Will we upgrade the National Sports Centers

-Asks

and the local stadiums?

pairs to pratise

3.Why?

-Listens

4.What’s about the training areas and the roads

corrects

to the sports building?

ss’mistakes

5.What will we equip for the hotels and guest

some
and

-

houses with?
6.What’s for?
7.……..
• Repeat a form of a paragragh & making
outline:
 Topic sentence: To prepare for the coming
Asian Games, we have a lot of things to
do.
 Supporting sentences:
- Supporting sentence 1: we will build……
- Suporting sentence 2: … should widen……
- Supporting sentence 3: …have to equip……
17

- Asks ss
- Repeat
repeat aform of
paragragh and
make outline

-Make
outline
- Write


Contents and requirements
……………
 Concluding sentence: In summarry,
building and upgrading facilities,
advertising the Games, and selecting
volunteers are three essential things ...
Useful language
- First / Firstly / First of all
- Then,
- Next,
- After that,
- Finally,
Structure:
- Something + need to be + V3/ed = something +
need + V-ing
- Somebody + need + to-infinitive/ bare-infinitive
- Someone + have to/should/must + infinitive

T’s activities

Ss’
activities
down

- Provides
useful
language and
structures

- Do the
task in
-Divides class groups
into groups to
write

Activity 3. WHILE-WRITING (draft step)
(12min)
Write a paragraph of 120 words to describe the
preparations for the Games, basing on
information and outline in pre-writing.

-Goes

Activity 4. POST-WRITING(editting step)
(8min)
- Correct the desrciptions
- Sample paragragh:
To prepare for the coming Asian Games, we have
a lot of things to do. First of all, we will build one

more National Sadiums and some sports buildings
and card parks. The National Sports Centres and
local stadiums are not in good condition, so they
need to be immediately upgraded. And we will
widen the training areas and the roads to the
sports buildings. Then we have to equip all the

-Uses overhead

18

around

to monitor and
give

help

if

necessary

projectors

- Correct

to

show some the
groups’writing

and

corrects

with ss
- Give a
sample
paragragh

- Refer to
the sample
paragragh


Contents and requirements

T’s activities

hotels and guest houses with modern facilities to
welcome foreign athletes and visitors. These
hotels should also have special services for
disable athletes. It is necessary to promote and
advertise all the preparations for the Asian Games
on the radio and TV. Finally, we need to recruit
volunteers to serve the Games- These people
should be university teachers and students with
good English. One more important thing is that
we have to hold a competition to choose an
official song for welcoming the Asian Games.In
summary, building and upgrading facilities,

advertising the Games, and selecting volunteers
are three essential things that we should focus on
in our preparation efforts to host the next Asian
Games.
V. Consolidation and assign homework (2min)
1. Consolidation:
- Summerize main contents
2. Assign homework
- Rewrite the paragraph into their notebooks
- Prepare the next lesson

PART III. CONCLUSION
19

Ss’
activities


Writing a good paragraph is the result of a long and persistent period with lots
of efforts and patience. However, a good paragraph of your own will bring you a
lot of satisfaction. A good paragraph requires a clear organisation, convincing
and logical ideas, a wide range of vocabulary and structure. Therefore, teachers
of writing must be enthusiastic enough in order to help students to write better.
Writing can be improved day by day, little by little. It is widespread knowledge
that writing is so challenging. Therefore, teaching writing is extremely taxing for
both teachers as well as students. It requires teacher’s great amount of reading
and creative work. Patience is indispensable, too. It also needs regular practice
of both teacher and students. Teachers are supposed to devote a great of time and
careful consideration to assessing students’ work. I have got some years of
experience of teaching writing. However, I still find it such a hard job. So I

always try my best to help students produce better results. With the activities I
have suggested above, I hope that teachers and students will be more interested
in this field and will find this task less and less hard. I have tried my best in this
study with an aim to share my modest experience with all colleagues. However,
mistakes and shortcomings are unavoidable. So any remarks will be warmly
welcomed. The educational benefits gained from applying these activities:
I myself have applied these techniques to teach the students of all three blocks
and have found considerable benifits as follow:
- The students had a better overview of academic writing in general and writing
a paragraph in particular. They, therefore, have known how to write a paragraph.
They have had a lot of chances to practise writing the topis in textbook as well
as familiar topics such as: hobbies, friends, environment, family, reading, and
so on. Their writings have been improved significantly. They can gather ideas
quite easily, they can organise their ideas in a very clear way and most of their
ideas are very closely related to the topic. Some students have succeeded in
writing in a very concise way. Especially, they no longer find writing lessons
boring.
I hope that this theme would be of some value to both teachers and students
in their language teaching and learning process.
I would like to thank.
Thanh Hoa, June 5th 2016
I promise not to have copied
Signature

The confirmation of the principle

Nguyễn Thị Lan

PART IV. REFERENCES
1. Nguyễn Bảo Trang, M.A.Luyện kĩ năng viết tiếng Anh trung học phổ thông.

20


2. Raimes, A. (1983). Teachniques in Teaching Writing paragraghs. OUP.
3. Website of Mubarak Abdressalami: Teachniques in teaching writing a
4.
5.
6.
7.

paragragh.
Khan, J.1996. Using game in teaching English.
Dorothy E Zemac & Lisa A Rumise. College wrting from paragragh to essay
Byrne, D. (1988). Teaching Writing Skills. Longman
Leki,I.(1976).Academic Writing, Techniques and Tasks: ST.Martin Press,
New York.

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