How to write a paragraph in english for gifted students at nguyen chich secondary school

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

17

C. Conclusions and recommendations

18

I. The conclusions

18

II. The recommendations

18

D. References

20

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

21

A. INTRODUCTION
I. RATIONALE
In the context of deeper integration, English has become an essential tool
to bring successfully in business, education and life. We know that English
plays an important role in our life. And I think that improving the quality of
teaching English at school is very important. Thus, every English teacher has to
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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
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+ In other words
+ Specifically
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 Tshirt.
- Personality/ behavior (with justification/examples): give examples of
manner and mannerism.
Eg: Mark is rather unsociable, usually sitting silently in a corner
abserving others from a distance
- Life/ lifestyle/beliefs: talk about the person's habits, interests,
profession, daily routine, opinion, etc
Eg: Being both a university student and a part-time assistant in a
supermarket, Tom has little free time to go out in the evenings.
c. Conclusion:
- Comments/ feelings about person
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* Tips: If the instruction for the writing task ask you to describe
someone related to the present, you will describe the person using Present
tenses eg: " Describe a person who is unusual..."
If you are asked to describe somebody related to the past. Somebody

who is no longer alive or somebody you met some time ago, you will describe
the person using Past simple tenses.
* Linking words and Structures: Writing which contains a series of
short sentences or the same simple linking words(such as"and") soon becomes
boring and repetitive. To avoid this, you should use a wide range of linking
words and structures:
- with: She is tall and striking, with long blonde hair
- Relative Clauses: who/which/whose
Eg: My neighbour, who is slightly eccentric, has dozens of filthy cats
Eg: He is a scruffy child whose clothes are torn and dirty.
Eg: He has a broken nose, which makes hims look like a boxer.
- Result: so/such (a)...(that)
Eg: She is so beautiful that she looks like a film star.
- Addition: in addition to, as well as/ besides, moreover, furthermore,
not only... but also...,etc.
Eg: He is very tall, in addition to being very thin.
Eg: My grandmother has deep wrinkles, as well as thin grey hair.
Eg: He is not only artistic, but also a successful businessman.
- Contrast: + but/yet/However/Nonetheless/Even so + Clause
+ Although/(Even) though/ While + Clause
+ In spite of/ Despite + -ing form/noun/the fact that
Eg: He is temperamental, but/yet he is a loyal friend.
Eg: He looks as through he's an old man. However, he is only 35.
Eg: Although he has a huge, powerful body, he's a very gentle person.
Eg: In spite of being very busy, she always has time for her children.
- Linking cause and effect:
+ Because/as/since
+owing to/due to
+ As a result/consequence of
+ A/the result of / as a result,...

+so/ therefore/for this reason
+ The reason(that/why)
Eg: She is popular because she is open and friendly.
Eg: She is popular due to being/due to the fact that she is open and friendly.
Eg: A result of her being open is that she is popular.
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Eg: She is open and friendly, so she is popular.
Eg: She is open and friendly, therefore she is popular.
Eg: The reason she is popular is that she is open and friendly
* Impressions, Opinions and Reactions:
+ I think/feel/etc (that)
+ It seems to me that
+ To me/To my mind
+ As far as I'm concerned
+ In my opinion/view/eyes
+ Sb seems/ appear to be...
+ Sb stribes people/comes across as (being)...
+ Sb gives the impression of being.../ the impression that...
* Compoud Adjectives: Compound adjectives are formed with
+ Present participles: a hard-working student
+ Past participles: an open-hearted young man
* Example:
Topic: A Close Friend
Jacques has been my close friend for two years. I first met him on a
school exchange trip to Calais, France. I asked him the way to the library and
we started talking. We've been friends ever since. Jacques is quite goodlooking. He's tall and slim, with olive skin and curly dark hair. Like many
French people, he has a great sense of style, so he always looks well-dressed
even in casual clothes. Jacques is very outgoing. He is always friendly and

loves to have fun. He's got a fantastic sense of humour and he always makes
me laugh. However, he can be a bit immature at times. For example, when he
doesn't get what he wants, he acts childishly and stamps his feet. Jacques is
very keen on water sports. He likes sailing and he spends a lot of time on his
boat. He enjoys scuba diving, too, and loves exploring life under sea. All in all,
I'm glad to have Hacques as my friend. It's a pleasure to be with him and I
really enhoy his company. I'm sure we'll always be close friends.
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
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- Place: surroundings, sights, facilities, free-time activities
- Building: surroundings, detailed description of exterior/ interior.
d. Conclusion: Comments/ feelings or a recommendation
* Notice:
- Each aspect of the description should be presented in a separate
paragraph beginning with a clear topic sentence.
- Present tenses are normal used when describing a place for a tourist
brochure or a magazine article.
- Past tenses are normal used when describing a visit to a place/building.
- First and second conditionals(will/would) can be used when you

describe your ideal city/house,etc
- When we give factual information about a place or building this is
normally given using Present tenses
Eg: I flew to Madrid last Monday. Madrid is situated in the central point
of the Iberian peninsula with a population of about 3,000,000.
* Expressing Impression & Reactions
- You can express positive impressions of a place by:
+ Using a variety of adjectives such as: breathtaking, delightedful, eyecatching,
outstanding, picturesque, etc.
+ Using a variety of present or past participle from such verbs as: astound,
amaze, astonish, impress, refresh,etc.
Eg: I was/felt astounded at how beautiful Florida is in winter.
+ Using a variety of nouns in expressions such as: to my amazement/
astonishment/ delight/ surprise/etc.
Eg: To my delight, the place had kept its character.
- You can express negative impressions of a place by:
+ Using a variety of adjectives such as: disreputable, inhospitable, neglected
+ Using a variety of present or past participles from such verbs as: disappoint,
shock,etc.
Eg: the disappointing view of the unsightly housing.
+ Using a variety of nouns in expressions such as: to my disappointment/
surprise/etc.
* Making comparisons: To compare places or building you can use:
+ (just/nearly) as ... (positive degree) ... as
Eg: In those days the main streets were just as congested as they are
today
+ The same as
Eg: The cottage was the same as it had been fifty years before.
+ (relatively/considerably) less ... (positive degree) ... than
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Eg: The new buildings are considerably less ornate than the old ones.
+ (much/far/considerably) more + adjective/ adverbs + than
Eg: The northern area is more picturesque than the eastern area.
+ (by far) the most + adjective
Eg: Hill Manor is by far the most elegant hotel in the region.
+ comparative + and + comparative
Eg: The streets are becoming dirtier and dirtier.
+ the comparative ..., the + comparative
Eg: The further south you travel, the warmer it becomes.
* Example:
Topic: Describe your school
My school is in the country. It is not big but it is lovely and beautiful. There
are fiften rooms in my school. It has a libray. There are hundreds of books and
newpapres in the library. I and my friends usually go there to borrow books.
There is a big yard in my school. We usually play games and sports like
playing soccer, playing marbles, skipping ropes …at recess. There are many
trees in the years. Some students sit under trees to study or listen to musuc. The
teachers of my school are from different places. Some lives near the school and
some live far from the school. They are all very clever and hard-working. All
the students love them. I love my school very much because it is very beautiful
and our teachers are friendly and outgoing.
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
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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.
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
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- You can end your story by:
+ Using direct speech

+ Referring to feelings or moods
+ Describing people's reactions to the events developed in the main
body.
+ Creating mystery or suspense
* Past tenses and time words: Past habits are not described using Past
Continuous. In stead, use Past Simple, "used to" or "would", with an
appropriate adverb of frequency.
* Example:
Topic: Tell about your last birthday party
Last Saturday, it was my 14th birthday. My parents helped me to
hold a party at home. They bought a ot of candies and fruits and of course, my
mother bought a beautiful birthday cake with fourteen candies on it for me. I
invited a lot of friends and we had a lot of fun. The party began at 7.00 p.m.
For the opening of the party, I made a short speech and then I blew out (thổi
tắt) the candles. My friends and my family sang the “Happy Birthday” song.
They were clapping their hands happily when I blew out the candles. My
friends gave some gifts. They are beautiful and meaningful. I loved them very
much. We also sang some beautiful songs while we were eating. The party
ended at 9.00 p.m. I felt very happy because we had a wonderful time together.
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:
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+ One (very convincing) point/argument in favour of ... / against ...
+ A further common criticism of ... / It could be argued that ...,
often
claimed/suggested
It is
widely
argued/maintained that
generally
felt/believed/held
claim/suggeste/argue/feel that ...
Some/many/ most people/ maintain/believe/point/agree/hold that ...
experts/scientists/sceptics advocate ( +ing/noun)/support the view that ...
oppose the view that
in favour of/against ...
all 0f the opinion that/convinced that ...
opposed to ...
- To add more points to the same topic:
+ In addition (to this), furthermore, moreover, besides, apart from, what
is more, as well as, not to mention ( the fact) that, also, not only ... but also/as

well, both ... and. There i s another side to the issue/question/argument of ...
- To make constrasting points:
on the other hand, yet,
it may be said/argued/claimed that, ...
Oppose this viewpoint
however, still, but, even so, Others/
many peole ( strongly) disagree ...,
nonetheless, nevertheless,
Claim/feel/believe this argument is
incorrect/misguided
+ Although, though, even though, while, whilst, whereas, despite/in spite
of (the fact that), regardless of the fact that
+ Opponents of ... argue/believe/claim that ...
+ The fact that ... contradicts the belief/idea that
+ While it is true to say that ..., in fact
+ While/Although ... , it cannot be denied that ...
- To intruduce examples:
+ For example, for instance, such as, like, in particular, particularly,
especially
+ This is (clearly) illustrated/shown by the fact that ...
+ One/A clear/striking/typical example of (this) ...
+ The fact that ... shows/illustrates that ...
- To emphasis a point:
+ Clearly, obviously, it is obvious, naturally, of course, needless to say
- To express reality:
+ In fact, the fact (of the matter) is, actually, in practice, it is a fact that,
in effect
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- To make general statements:
+ As a (general) rule, generally, in general, on the whole, by and large, in
most cases
- To make partially correct statements:
+ To a certain extent/ degree, to some extent/degree, in a way/sense, this
is partly true (but), to a limited extent, there is some truth in (ths), in some
cases, up to a point
- To explain/clarify a point:
+ In other words, that is to say, this/which means that
- Conclusion expressing balanced considerations/opinion indirectly
In conclusion,
it can/must be said/claimed that ...
On balance,
it seems/appears that ...
All things considered,
it would seem that ...
Taking everything into
it is likely/unlikely/possible/foreseeable that ...
account/consideration,
it is clear/obvious that ...
To conclude,
there is no/little doubt that ...
To sum up,
the best course of action would be to ...
All in all,
achieving a balance between ... would be ...
Finally/Lastly,
it is true to say that
although it must be said that ...
it may be concluded/said that ...

+ All things considered, the obvious conclusion to be drawn is that .../
+ There is no absolute answer to the question of ...,
+ In the light of this evidence, it is clear/obvious/etc that ...
In
Clear/apparent
Evidence
conclusion,
It is
plain/obvious from
above
Points
All in all,
evident
foregoing arguments
To sum up,
- Conclusion expressing opinion directly:
In conclusion,
On balance,
All things considered,
It is my belief.opinion that ...
Taking everything into
I (firmly) believe/feel/think that ...
account/consideration,
I am convinced that ...
To conclude,
I am inclined to believe that ...
To sum up,
I (do not) agree that/with ...
All in all,
Finally/Lastly,

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+ 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 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 ...
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+ 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 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:
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- 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
+ Serious attempts to halt/prevent/solve ... must be made.
One (possible)
solve/overcome
this problem
Would be/
Another
way to combat/deal with the problem
is ...
An alternative
eradicate
(of) ...
+
People
should focus

to solve/overcome the problem of ...
Governments
their/
to improve the situation of ...
We
our attention
to reduce the impact of ... on society ...
on ways
+
If steps/measures were taken to ...
The effect/result/
If ... happened/were to happen
Consequence
If attempts were made to address the problem would be ...
+ By (+ing) ..., we/governments/etc, can ensure that/ prevent ...
+ The ... situation could be improved if .../ It would be good idea if ...
effect/consequence
would
The
Of (+noun/ing)
be
outcome/result
might
Topic: The difficulties in learning English and how to overcome them
Beginners of foreign language always meet difficulties from the outset.
For me, I had to overcome these problems when I started learning English.
English pronunciation is my first obstacle. The pronunciation in English
puzzles me a lot because the same letter has different sounds. For example the
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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.
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
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- 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

C. CONCLUSIONS AND RECOMMENDATIONS
I. THE CONCLUSIONS
Here are some experiences on how to write some kinds of English
paragraph for good secondary school students that I have studied, researched
and applied in each year to foster good students at Nguyen Chich Secondary
School. I find that students are more receptive to the lessons, the learning
outcomes of the students are better, the students' activeness, activeness and
creativity have been improved.
17


Teachers must be friendly, close to the students and know and their
preferences. Teachers find ways to attract the interest of students with English
subject. Besides we also have enthusiastically answered questions from the
children, so they have a solid basis of trust on the subject.
Teachers should not create obstacles for students with difficult exercises,
or the things are too strange for them. Teachers need to make the request in line
with studets. Teachers need to commend what they know so that they promote.
When implementing the project "HOW TO WRITE A PARAGRAPH

IN ENGLISH FOR GIFTED STUDENTS AT NGUYEN CHICH
SECONDARY SCHOOL", we need to be patient and invest much time if we
want to achieve good results. Because many students will not follow the
requirements of teachers. we must often help and encourage students.
II. THE RECOMMENDATIONS
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.
- Building an audio-visual room and buying some equipments such as
radios, tapes, projectors and so on.
3. To Dong Son Department Of Education and Training
- Regularly organizing the seminars in order to improve the quality of
teaching English.
The confirmation of
the Head –Master

Dong Son , March 11th , 2019

I assure this is my experience
initiative, not copying the contents
of other people.
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The writer

Trần Văn Cù

Le Dinh Luong

D. REFERENCES
1. “English Language Teacher Training Project” book 1 & book 2 (2000) (The
Methodology Course).
2. “Sunflowers” magazine
3. Jeremy Harmer (2004) - The Practice of English Language Teaching

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4. Writing Academic English - Alice Oshima and Ann Hogue
5. Real Writing - Roger Gower
6. 220 English Essays - Renee Gehman, Almos Masksay and Laura
Kristoffersen
7. Successful Writing (Proficiency) - Virginia Evans
8. Answer to All TOEFL Essay Questions
9. Some websites:
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E. DANH MỤC SKKN ĐÃ ĐƯỢC HỘI ĐỒNG SKKN NGÀNH GD&ĐT

HUYỆN, TỈNH XẾP LOẠI
Họ và tên: Lê Đình Lưỡng
Đơn vị công tác: Giáo viên trường THCS Nguyễn Chích, Đông Sơn, Thanh
Hóa
TT

Tên đề tài SKKN

Cấp đánh

Kết quả

Năm học
20


1
2
3
4
5
6

Gây hứng thú học tập Tiếng Anh cho
học sinh khối 6
Phương pháp dạy kĩ năng Viết cho
hoc sinh khối 9
Học Tiếng Anh 6 thông qua các bài
hát
Thiết kế bài kiểm tra tiếng Anh

chương trình Tiếng Anh 6 mới ở
trường THCS Nguyễn Chích
Experience in teaching English
writing skill for grade 9th students
How to write a paragraph in
English for gifted students at
Nguyen Chich secondary school.

giá xếp
loại
Tỉnh

đánh giá
xếp loại
C

đánh giá
xếp loại
2004-2005

Tỉnh

C

2009-2010

Tỉnh

B

2011-2012

Tỉnh

C

2014-2015

Huyện

B

2017-2018

Huyện

A

2018-2019

21