Integration of subjects to teach english 8 recycling (getting started + listen and read)

HA TRUNG EDUCATION AND TRAINING DEPARTMENT
CAM THUY EDUCATION AND TRAINING DEPARTMENT
HA THANH SECONDARY SCHOOL

CAM QUY SECONDARY SCHOOL

EXPERIENCED INITIATIVE
EXPERIENCED INITIATIVE

TOPIC:

INTEGRATION OF SUBJECTS TO
TEACH ENGLISH 8 – RECYCLING
(GETTING STARTED + LISTEN AND
READ)
Integrations of subjects to teach English 8Recycling (Getting started+ Listen and read)

Author: Tran Thi Hien
Position: Teacher
Working place: Cam Quy Secondary School
Experienced initiative belongs to: English Subject
Author: LE THI THUY
Position: Teacher
Working place: Ha Thanh Secondary School
Experienced initiative belongs to: English Subject

THANH HOA, YEAR 2018


INDEX
INDEX

PAGE

1. INTRODUCTION

3

1.1. REASONS FOR CHOOSING THE TOPICS

3

1.2. RESEARCH PURPOSES

4

1.3. RESEARCH SUBJECTS

4

1,4. METHODS OF STUDY

4

2. THE CONTENTS OF EXPERIENCE INITIATIVE

4

2.1. BASIS FOR ARGUMENT

4

2.2. REALITY OF RESEARCH ISSUES

5

2.3. CONTENTS OF EXPERIENCE INITIATIVE

6

PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH

6

1.1. Definition of a paragraph in English

6

1.2. Steps for an English paragraph

7

PART 2: HOW TO WRITE A PARAGRAPH

7

2.1. Topic Sentence

7

2.2 Supporting Details

.

8

2.3. Closing Sentence

9

PART 3: REVIEWING THE PARAGRAPH

10

3.1. Check your paragraph for spelling and grammar

10

3.2. Check your paragraph for coherency and style

10

3.3. Decide if your paragraph is complete

10

PART 4: KINDS OF USUAL PARAGRAPH IN SECONDARY

10

SCHOOL’S PROGRAMS
4.1. Descriptive paragraph

11

4.2. Narrative paragraph

14

4.3. Comparison / Contrast paragraphs

16
1


4.4. Argumentative paragraphs
2.4. EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR

17
18

EDUCATIONAL ACTIVITY, TO MYSELF, COLLEAGUES
AND SCHOOLS
2.4.1. The results after applying innovative experience

18

2.4.2. Lessons for myself

19

3. CONCLUSION AND REQUEST

20

3.1. CONCLUSION

20

3.2. REQUEST

20

REFERENCES

22

2


1. INTRODUCTION
1.1. REASONS FOR CHOOSING THE TOPICS

The world we live in is a flat world with rapid growth, a recent survey
shows that English is the official language of over 53 countries and territories, is
the official language the EU (European Union) and the 3rd is the language used
most widely known only after China and Spain. International events, global
organizations are considered English as the common language of
communication. Also, English is more than 400 million people worldwide used
as a mother tongue, more than a billion people use English as a second language
(according to Wikipedia), the countries with the highest income in the world are
proficient in English, or they use English in common. Therefore, if we have a

dream to be in contact with the most advanced civilization today, if we want to
reach the huge knowledge base of humanity, if we want to study, to be
discovered our world, the most important thing we need is English.
Being an English teacher at a secondary school, I have many concerns in
teaching English to achieve the high efficiency and teaching goals. Specifically,
I want to find how the students can listen, speak, read and write English well so
that they can apply it to their work and life later, contribute to build our Viet
Nam stronger and more prosperous, democratic and civilized.
In the four communication skills: listening, speaking, reading and
writing, each skill has its traits and nuances require the teachers to have good
skills to teach the best knowledge for their students.. Writing is one of the most
important skills in learning language. Writing skill demonstrates the results of
comprehension, perception. In other words, it is the ability to express their
opinions, their views on a problem in their life, in poetry or in the society. To the
reader to receive information correctly, the writer must have good writing skills;
they must master the vocabulary, grammar and express clearly, simply, easily to
understand.
Writing is a fundamental step in the process of teaching and learning
English. For the excellent student exams, especially, there is at least a question
asking students to write a paragraph about a specific topic. Sometimes our
students feel confused because they do not know how to write, how to present a
paragraph. I found myself writing skills are vitally important, so I boldly choose
the theme " Intergration of subjects to teach English 8: Recycling (Getting
started+Listen and read)" to help the students understand how to write some
kinds of paragraph. Moreover, it also helps to improve the efficiency of
teaching, especially the quality of excellent English students at Cam Quy
secondary school.
1.2. RESEARCH PURPOSES
Writing in English is an interesting skill that anyone who learns English
wants to conquer. However, the skills of students in our rural areas are limited

because they do not have convenient communication environment to use English
3


as students in urban areas. Sometimes, teachers give close topics of life, the
children always express their excitement, but most of them feel perplexed when
practicing the writing because of their limited skills , the ability to use language
and structures, vocabulary is not enough to express their thoughts on the topic.
Therefore, the quality of the articles is not as good as the teachers want.
Realizing the difficulties of my students, I would like to introduce the basic
steps to help students improve their English writing abilities.
1.3. RESEARCH SUBJECTS
Research projects are carried out within the English program level of the
secondary school, specialized in the field of writing common paragraphs.
I myself do not stop studying, learn, apply innovative methods to help
students have the abilities to approach and implement effective writing
exercises. To estimate the abilities of students, I have conducted researches and
surveys on the audience mainly students with moderate learning capacity or
higher in courses taught directly by me from the school year of 2016 - 2017 to
present at Cam Quy secondary school.
1.4. METHODS OF STUDY
1.4.1. The method of Research Methodology:
Research the documents related to the field of writing skill, on this basis,
analyze, synthesize the useful and suitable knowledge to my students.
1.4.2. The method of observation: Refer my colleagues’s ideals and teaching
methods, observe, estimate students’ language receiving in English lessons,
especially with the article questions to assess students’ progress or not .
1.4.3. The method of chatting:
Discuss directly with students about the advantages they gain, while
removing obstacles they are facing. Thereby, it also helps them confidently

discuss their problems encountered.
1.4.4. The method of researching active products:
Estimate, review and comment students’ writing regularly, give the
strengths and weaknesses of the children so that they overcome and progress.
2. THE CONTENTS OF EXPERIENCE INITIATIVE
2.1. BASIS FOR ARGUMENT
Today, when English has affirmed its role and position at school,
improving the quality of teaching is an issue of primary concern. Learning
English is merely a language school. Want to become proficient in that
language, the students need to practice the four basic skills: listening, speaking,
reading and writing. And writing skill is an important skill that students first
need to master if they truly want to be successful in communication.

4


Writing is a skill that everyone no matter what career does any daily uses
as well. Being a student, they have to be facing many articles to form complete
their learning process. However, in the learning process so that they can write a
coherent fluent and suggestive article in English is the issues that many teachers
concern longer. So how we help students to develop writting skill? Through the
process of teaching in secondary schools, with my little experience, I would give
the topic " Intergration of subjets to teach English 8: Recycling (Getting
start+Listen and read)" with a desire to help my colleagues and loved students
have the best results in teaching and learning writing skills.
2.2. REALITY OF RESEARCH ISSUES
2.2.1. Situation:
There are many reference books as well as professional training curricula
positive auxiliary teaching innovation method of foreign language teachers.
Besides, every year there are also professional training classes for teachers,

organized the professional stage cluster activities, organized sports instructors,
the thematic reports going into the issue of specialized goal ... to help foreign
languages teachers to access and use the most effective methods. However,
teachers at the school can not use stereotypes to actual conditions of teaching,
which requires teachers to know selected to perform in line with the level of the
students, the student ages, school facilities.
Cam Quy is a mountainous Secondary School, is located in difficult
economic conditions and exchange learning of students is limited pretty much to
affect the quality of education, especially English is a difficult subject, which
requires students to work hard, diligently, invest a lot of time. Furthermore,
writing is a general skill, requires the high precision. Therefore, to achieve
positive results, both teachers and students should have tried the combination of
effective teaching and learning.
2.2.2. The results of the study situation
2.2.2.1. To the teacher
In the group meetings, and my colleagues and I often discuss problems of
exchanging teaching experience, exchange difficuties in the lessons in each skill.
Therefore, I found some difficulties that teachers often face when teaching
writing skills such as:
- There is no uniformity in capacity, level among students in a class, between
classes with other classes.
- Teachers often feel guilty for not being able to control and correct all students’
errors or not help all students in the writing process.
2.2.2.2. To the students
When talking to students about writing skill, most children have common
problems:
5


- Do not have enough vocabulary or sentence structures to express.

- Tends to use speaking English instead of writing English.
- Understanding of social knowledge is limited.
- Tends to translate from Vietnamese into English when they write.
- Use of the purpose and requirements of different writing uncorrectly.
- Express opinions, information in the same sentence or the same long
paragraph.
- There is insufficient documentation, information and insights on topics certain
to write, so they can not write the truth.
- Students are often bored with writing lessons.
From the status of this issue, the beginning of school year 2016 -2017 I
have examined students' writing skills class 6 and 7 with the theme "Write a
paragraph to describe your house (about 80-100 words) "within 20 minutes,
and the results obtained are not good.
* The results of written tests before applying:

Clas

Total

Marks for writing skill

s
0-2
6

7

32

32

3-4

5-6

7-8

9-10

SL

%

SL

%

SL

%

SL

%

SL

%

6

18,7

15

47

9

28

2

6,3

0

0

8

25

13

41

8

25

3

9

0

0

2.3. CONTENTS OF EXPERIENCE INITIATIVE
PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH
1.1. Definition of a paragraph in English:
For example: “I live in a house in the city with my family. My house is small
but it is very beautiful. It has four bed rooms, one for my grandparents, one for
my parents, one for my sister and one for me. The living room is a TV set,a
stereo, a table, some armchairs and a picture.The kitchen is very convenient.
My house also has a small garden with some flowers that my father planted.
My house isn't large but it is very beautiful, and I enjoy it very much.”
What is a paragraph?
A paragraph is a group of sentences that fleshes out a single idea. In
order for a paragraph to be effective, it must begin with a topic sentence, have
6


sentences that support the main idea of that paragraph, and maintain a consistent
flow.
An effective paragraph needs the following features:
+ Presents a single idea.
+ Begins with a topic sentence that makes this single idea evident.
+ Contains support in form of sentences that convey this single idea

+ Be strategically organized to maintain flow
+ Maintains your essay’s objective
+ Informs and entertains your reader about your paper’s overall
1.2. Steps for an English paragraph:
1.2.1. Choose the topic:
- If the topic was given, you do not have to choose the topic
- If the topic was not given, you can choose a big subject and then narrow down
to make your own topic. For example, "Education" is a subject, "What makes a
good teacher?" is a topic. You work on the topic, not the subject.
Note: You should make your topic neither too large nor too narrow.
1.2.2. Brainstorm to find out the ideas of your writing:
- You can make a list of what comes to your mind when you think about the
topic, then group them in 2-3 big ideas.
- You can also use Mind-map to develop your ideas
1.2.3. Make an outline:
- Put the main ideas first
- Each main idea should have 2-3 supporting ideas
1.2.4. Write your paragrah/ essay:
* There are also some tips that you can make use of to make a good writing:
- Introduction: The topic sentence should include both the topic and denote the
way you want to organize your ideas.
For example: Students should not do part-time jobs for 2 reasons.
The topic is "students should not do part time jobs". The organization of your
writing is two paragraphs (2 reasons)
- Try to make use of conjunctions to make your writing coherent.
- Include 2-3 main ideas in your writing only.
PART 2: HOW TO WRITE A PARAGRAPH
2.1. Topic Sentence:
7

The first sentence of your paragraph needs to be the topic sentence. A
topic sentence is an introductory line that addresses what the main idea or thesis
of the paragraph is going to be. It should contain the most important and
relevant point you wish to make regarding your topic, thus summarizing the
paragraph as a whole.
Example:
There are four reasons why Singgapore is one of the best countries in the
Asean.
2.2. Supporting Details:
Once you have written and are happy with your topic sentence, you can
start to fill in the rest of your paragraph. This is where the detailed, wellstructured notes you wrote earlier will come in handy. Make sure that your
paragraph is coherent, which means that it is easy to read and understand, that
each sentence connects with the next and that everything flows nicely as a
whole. To achieve this, try to write clear, simple sentences that express exactly
what you want to say.
Link each sentence with transition words which form a bridge
between one sentence and the next. Transition words can help you compare and
contrast, show sequence, show cause and effect, highlight important ideas, and
progress smoothly from one idea to the next. Such transition words include
"furthermore", "in fact" and "in addition to". You can also use chronological
transitions, such as "firstly", "secondly" and "thirdly"
In terms of length, three to five sentences will usually be enough to
cover your main points and adequately support your topic sentence, but this will
vary greatly depending on the topic and the length of the paper you are writing.
There is no set length for a paragraph. It should be as long as it needs to be to
adequately cover the main idea.
Example: First, Singapore has an excellent health care system. All
Singaporean have access to medical services at a reasonable price. Second,
Singapore has a high standard of education. Students are taught by welltrained teachers. Finally, Singapore's cities are clean with have many trees

and efficiently managed. Singapore cities have many parks and lots of
space

8


for people to live

Singapore
2.3. Closing Sentence
The concluding sentence of your paragraph should tie everything
together. A good concluding sentence will reinforce the idea outlined in your
topic sentence, but now it has all the weight of the evidence or arguments
contained in your supporting sentences behind it. After reading the concluding
sentence, the reader should have no doubt as to the accuracy or relevance of the
paragraph as a whole.
Don’t just reword the topic sentence. Your concluding sentence
should acknowledge the discussion that has come before it and remind your
reader of the relevance of this discussion.
Example:

As a result, Singapore is a desirable place to live.

Here is a simple diagram summed up 5 steps to write the text:
Topic sentence

Supporting sentence #1

Supporting sentence #2

Supporting sentence #3

+ Examples/ Details

+ Examples/ Details

+ Examples/ Details

1. ---------------------

1. ---------------------

1. ---------------------

2. ---------------------

2. ---------------------

2. ---------------------

9


Conclusion
Restate the topic sentence

PART 3: REVIEWING THE PARAGRAPH
3.1. Check your paragraph for spelling and grammar.
Once you have finished writing, it is essential that you re-read your
paragraph two or three times to check it for misspelled words and poor

grammar. Spelling mistakes and bad grammar can significantly impact the
perceived quality of your paragraph, even if the ideas and arguments it contains
are of a high quality. It is very easy to overlook small mistakes when writing, so
don't skip this step, even if you're in a rush.
Check your paragraph for the proper use of punctuation, making sure
that you use marks such as commas, colons, semicolons and ellipses in the
correct context.
3.2. Check your paragraph for coherency and style.
Not only should the technical aspects of your writing be spot on, but you
should also try to achieve clarity in your writing, as well as stylistic flow. You
can do this by varying the length and format of your sentences and by using
transitional words and a varied vocabulary.
The point of view of your writing should remain consistent throughout
the paragraph, and indeed, the entire paper. For example, if you are writing in
the first person (e.g., "I believe that...") you should not switch to a passive voice
("it is believed that") halfway through.
3.3. Decide if your paragraph is complete.
Once you have re-read the paragraph and fixed any grammatical or
stylistic errors, you should have one more glance over it to determine whether it
is complete. Try to look at the paragraph objectively and decide whether it
sufficiently supports and develops your topic sentence, or whether it needs a few
more details or additional evidence to back up your claims.
PART 4: KINDS OF USUAL PARAGRAPH IN SECONDARY SCHOOL’S
PROGRAMS
10


* Types of paragraphs:
There are four types of paragraphs that we need to know about: descriptive,
narrative, expository, and persuasive.

The Descriptive paragraph: This type of paragraph describes something and
shows the reader what a thing or a person is like. The words chosen in the
description often appeal to the five senses of touch, smell, sight, sound, and
taste. Descriptive paragraphs can be artistic and may deviate from grammatical
norms.
The Narrative paragraph: This type of paragraph tells a story. There's a
sequence of action or there's a clear beginning, middle, and end to the paragraph.
The Comparison/ Contrast paragraph: This type of paragraph, you write
about the similarities and differences between two or more people, places,
things, or ideas.
The Argumentative paragraph: This type of paragraph tries to get the reader
to accept a particular point of view or understand the writer's position. This is
the type of paragraph that many teachers focus on because it's useful when
building an argument. It often requires the collection of facts and research.
4.1. Descriptive paragraph
* What do you want to describe?
As you get started on your descriptive Paragraph, it's important for you to
identify exactly what you want to describe. Often, a descriptive Paragraph will
focus on portraying one of the following:
+ a person
+ a place
+ a memory
+ an experience
+ an object
* Drafting your descriptive paragraph:
+ What sights, sounds, smells, tastes, and textures are important for developing
your description?
+ Which details can you include to ensure that your readers gain a vivid
impression imbued with your emotion or perspective?
* Why are you writing your descriptive paragraph?

It's a great creative exercise to sit down and simply describe what you observe.
However, when writing a descriptive Paragraph, we often have a particular
reason for writing your description. Getting in touch with this reason can help
you focus your description and imbue your language with a particular
perspective or emotion.
11


*Example: Imagine that you want to write a descriptive Paragraph about
your grandmother. You've chosen to write about your grandmother's physical
appearance and the way that he interacts with people. However, rather than
providing a general description of these aspects, you want to convey your
admiration for her strength and kindness. This is your reason for writing the
descriptive essay. To achieve this, you might focus one of your paragraphs on
describing the roughness of her hands, roughness resulting from the labor of
her work throughout her life, but you might also describe how she would hold
your hands so gently with her rough hands when having a conversation with
you or when taking a walk.
* Planning your descriptive paragraph:
What or who do you want to describe?
What is your reason for writing your description?
What are the particular qualities that you want to focus on?

For example:
* Describe people
Write a paragraph about 100 – 150 words to describe your best friend:
* Outline
4.1.1. Topic sentence:
- Who this person is / his or her relationship to you.
- Your impression / opinion about the person.

4.1.2. Supporting sentences:
- Describe his / her physical appearance.
- Describe his / her character, habit, hobby
4.1.3. Conclusion:
- What you feel about this person or say what you like about her / him.
The writing sample 1: Write a paragraph about your close friends
I am lucky enough to have a lot of friends.Of all my friends, Hanh my
best friend. We are at the same class at the primary school and secondary school.
We are also neighbors, so we spend most of our time studying and talking
together. Hanh is a beautiful girl with an oval face, a long black hair and eyes
speak.What particularly struck me about her was the smile, she looks so cute
when she smiles. She always believed and helped me in every situation. She is
friendly and generous. She is also an intelligent student who is always at the top
of the class. She likes reading and going to the library whenever she has free
time. We have a lot in common with each other, has become good friends over the
past 6 years. Although time has passed long in any case, I’m and Hanh also
12


trying to keep this friendship. I love Hanh very much and I always hope our
friendship will last forever.
* Deccribing a celebration’s activities
* Outline
+ Topic sentence:
- What is the name of the festival?
- Where / when / why is it celebrated?
+ Supporting sentence 1
- What preparations are made before the festival?
+ Supporting sentence 2
- What happens on the day(s) of the festival? / Are any special meals cooked?

What sorts of ceremonies / celebrations take place?
+ Conclusion
- How do people feel about the festival? Is the festival still popular these days?
Why / Why not?
* 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.
The writing sample 2: Write about a festival in your country

Lunar New Year
Although there are many celebrations the year,Tet or the Lunar New Year
13


holiday is one of the most important festivals in my country. It is a big holiday
that celebrates the arrival of spring in Viet Nam every year. There are a lot of
popular customs of Vietnamese people on Tet holiday. For example, Before Tet
holiday begins, people decorate their house carefully to have a wonderful time
with their family, they often visit their relatives, friends and temples. Some
people visit the graves of their ancestors in their homeland… Tet is an
opportunity for children receive lucky - money from the elder. Especially,
everyone give to each other the best wishes for the New year. Furthermore,
special Tet food such as Chung cake, steamed sticky rice and boiled chicken can
play an important role in Vietnam. Perhaps, Tet is the time when members of
family can gather to chat or have meals together. In conclusion, Tet is the
essential part in Vietnam.
* Deccribing a location

* Outline
+ Topic sentence:
- Name and location of the place/ Why should visitors come to the place?
+ Supporting sentence 1
- A general description of the place. Population? Surrounding attractions?
Appearance?
+ Supporting sentence 2
- Why is the place particular worth visiting? Is it famous for its landscape /
people / historic features?
+ Conclusion
- Feelings and final thoughts about the place...... plus recommendation.
- Write a few lines encouraging tourists to come to the place.
* 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.
- 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.
The writing sample 3: Describe the house you are living in.
Why do you love it?
14


The house we are living in is situated in Thanh Hoa province, within
thirty minutes’ drive off the central city. We have lived there for more than twenty

years. This is a fairly large house surrounded with a luxuriant garden. My house
consists of four bed-rooms, a living-room, a bathroom with a shower,
a dinning-room, a kitchen and a toilet. It is air-conditioned and well-furnished.
The living-room is decorated beautifully. Paintings by famous artists are hung
on the walls. At night, the color neon lights increase the beauty and coziness of
the room. There, on Sundays and holidays my father usually spends his time
playing chess or drinking tea with his friends. My mother and my two sisters are
diligent and hard-working women. They often keep the house clean and tidy. I
love my house very much because it is the place where I was born and have
grown up in the education of my father and in the tender loving care of my
mother. I have spent my whole childhood in the love and affection of my dear
ones with so many sweet memories.
4.2. Narrative paragraphs
*Definition
Narrative paragraphs are often used to describe what a person does over a
period of time. For example:
“Yesterday evening I got home from work at 6 o'clock. My mother had
prepared dinner which we ate immediately. After I had cleaned up the kitchen,
we watched TV for about an hour. Then I got ready to go out with some friends.
My friends arrived at about 9 o'clock and we chatted for a while. Later we
decided to visit a jazz club and listen to some music. We really enjoyed
ourselves and stayed late. We finally left before 11 o'clock.”
* How to write a narrative paragraph:
4.2.1. Topic sentence: 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.
4.2.2. Main ideals: Develope the story (Describe incidents leading up to the
main events and the event itself in detail. Describe people/ place/ emotions/
actions/etc)

4.2.3. 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, then 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.

15


- 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.

The writing sample 4: The most important day in my life:
The most important day in my life was the day when my parents
decided to send me to school. I was then about six years old. I had no thought of
ever going to school. Words can hardly describe how sad I felt at the thought of
having to go to a school. But everything had been decided for me and I had no
choice but to go to school. Today, I am older and I am in a secondary school,
learning more and more about the world around us. The knowledge that I have
gained has enriched my mind and I have a better understanding of human
problems. I am also able to speak the English language with some ease, and I
know that my knowledge of English will prove of great value in all my future
activities. I also know that if I can pass all my examinations, I will some day

occupy an important position in some profession. Therefore, when I now think of
the day when my parents arrived at the decision to send me to school, I am filled
with love for them. That was indeed the most important day in my life, a day
which has changed the whole course of my life.
4.3. Comparison/ Contrast paragraphs
* Definition:
+ Comparison shows similarities between persons, places, things, ideas, or
situations.
+ Contrast points out the differences between persons, places, things, ideas, or
situations.
* Two Basic Methods for Organizing Comparison / Contrast Paragraphs:
If you let A and B stand for the two things (subjects) being compared, then you
can use the block method in which you tell all about A, then tell all about B.
Thus you discuss A in a block and B in a block.
If you let A and B stand for the two things (subjects) being compared, then you
compare them point by point. Every time you say something about A, you also
say something about B – right in the same sentence or in the sentence
immediately following
* How to write a Comparison/ Contrast
paragraph: + The Topic Sentence:
16


Your topic sentence should identify both items (subjects) to be
compared or contrasted and tell the reader exactly what you are going to say
about these items (attitude).
Example: (poor) Our puppy, Mickey is different from our cat, Nisa.
(good) The difference in temperament between our puppy, Mickey,
and our cat, Nisa, is a constant source of amusement.
+ The Body:

Once you have decided on a good topic sentence, list all the points of
comparison/ contrast that you can think of. Next, review the list and eliminate
any points, which are irrelevant or unimportant. Now, organize your details in a
logical sequence, and begin your rough draft.
+ The Conclusion:
The most effective conclusion for a comparison/contrast paragraph is
usually a final sentence, which reinforces the controlling idea.
Example: If you could see Mickey and Nisa together, you could
scarcely help laughing at the contrast between these two household playmates.
* Transitional expressions:
Transitional expressions used in

Transitional expressions used in

comparison:
in the same way

contrast:
although

and, also, in addition

whereas

as well as

but

both, neither

however

each of

conversely

just as...so

on the other hand

similarly

in contrast

like

while

too

yet

the same

unlike

(Source: Donald, Moore, Morrow, Wargetz, Werner, Writing Clear
Paragraphs, Prentice Hall, 1978)
The writing sample 5: Life now and life five years ago.
My life now and my life five years ago are similar but there are also

some major differences. Five years ago,I was living in Ha Noi and going to my
university. I didn’t have to work because my parents supported me. I went to
school everyday and spent time with my friends. I took care of my nieces
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everyday after school because both of my parents were working at the time. I
didn’t really have any major goals five years ago. I wasn’t really thinking about
my future quite yet. On the other hand, now I have got married and I’m not a
student anymore. I have to work now in order to support myself and my family. I
work eight hours a day after that I go home with my son. I have a lot more
responsibility now than I did five years ago. I have to take responsibility for
myself now and everything that I do. I have a lot of major goals now. My life
now has changed a lot in only five years.
4.4. Argumentative paragraphs
* Definition:
An Argumentative paragraph is an opinion supported by facts. Writers refer
to opinions as claims and facts as evidence. The claim clearly states a stance on
a topic or issue. Evidence to prove this claim can include reasons, personal
experience, statistics, confirmed facts, and expert research.
For the claim to be persuasive, an argument writer must support it with the
most effective evidence that comes from a variety of credible sources. Credible
sources are websites, reports, and articles developed by experts and journalists.
* How to write an argumentative paragraph:
+ Topic Sentence: identifies what is being argued for or against.
+ Support Sentences: include facts, examples, appeals to authority or
counter-argument to back up your point of view. Present your reasons in order
of importance: from most important to least important.
+ Concluding Sentence: restates what is being argued for or against and why.
* Useful transitional words and phrases:

+ For giving reasons: first, second, third, another, next, last, finally, because,
since, for.
+ For counter-argument: but, however, of course, nevertheless, although,
despite.
+ For concluding: therefore, as a result, in conclusion, thus.
The writing sample 6: You should/ should not do your own homework
“You should do your own homework. Copying someone else is illegal,
and you can get a failing grade or even be kicked out of school. If you cheat on
your job, you can be fired or arrested and put into jail; the government will
certainly find you if you cheat on your taxes! Copying someone else's homework
also means that you never learn how to do that work for yourself, so when you
need the information later (let's say the teacher actually gives you a test on it
where you can't copy!) Then you don't know how to do it and you get another
bad grade. Also, if you don't do your homework, you never learn how to
discipline yourself to do unpleasant things, and when you grow up you will
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always have trouble making yourself do things like your job, paying your bills,
and saving money. In short, doing your own homework is the best way to go!”
2.4. EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR
EDUCATIONAL ACTIVITY, TO MYSELF, COLLEAGUES AND
SCHOOLS
2.4.1. The results after applying innovative experience:
Because period Writing in grade 6, 7, 8 textbooks programs – students
practice writing skills simply by rewriting the available samples. They write
notice, a letter based on the available form, write a story using the cues, etc. For
the essay form - writing an English paragraph is a part of general knowledge,
which requires students to combine the skills, explain to the reader understand
clearly. Therefore, time for students to practice writing skills is in extra classes

and students’ self – studying. After a while applying innovative experiences in
the writing lessons in the class 8, I noticed students pay much attention in
writing period, be easier to make sentences, they like writing more, know how
to apply the structure, distinguish kinds of questions, and be not afraid to write
as well. Especially, many students are already active, creative to expand the
understanding and also very flexible in the field of developing their skills. In
addition, the lively and gentle atmosphere at class helped the students have the
opportunity to assert themselves.
•

The results of written tests after applying: (after 1 year)

After applying this issue in a year, beginning school year 2016-2017, I have
tested the students' writing skills 7 and 8 with the theme "Write a paragraph to
describe của summer vacation (about 80-100 words) "for 20 minutes and
obtain better results
2.4.2. Lessons for myself:
- Teacher should prepare the training thoroughly, carefully, apply the written
form efficiently, suggestively, use detailed instructions, offer a variety of
situations for students to grasp written and choice the suitable writing for all
pupils.
- Fix the errors in time as vocabularies, sentence structures, grammars to help
students understand and remember.
- Praising the best article to inspire their creativity, thinking while writing.
- Teachers need to check and mark students’ writing at home regularly to
encourage their love in studying English.

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3. CONCLUSION AND REQUEST
3.1. CONCLUSION
The above is my experience on how to write some common English
paragraphs for students at Cam Quy secondary school that I've learned and
applied research to improve the skills of the students, especially for the training
of excellent students. I found in each course all students acquire more easily, the
results of student learning better. Students are more positive, initiative and
creative to comply with the perspective innovation of English teaching and
learning goals by the Ministry of Education and Training. However, the above
are just some of the small tasks during my teaching about writing skills. I hope
leaders at all levels and colleagues contribute sincerely to my topic so that I can
impart knowledge better in writing skills to students most effectively.
3.2. REQUEST
3.2.1. To education department:
Regularly organize the training courses for teachers in the district to
exchange and learn experiences each other. Especially, the training courses
about teaching English skills for teachers to have the opportunity to enhance the
experience learn from colleagues and develop students’ abilities.
3.2.2. To the school:
- Investing more reference books for writing skill and other English.
- Creating English meetings, English – speaking contests, English – writing
competitions for students to have opportunities to communicate and help them
become more confident in using English.
3.2.3. To the teacher:
- Preparing units carefully, lively, have clear instructions and the simple
questions systems; the form of exercise is suitable for all pupils.
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- Needing to examine and evaluate the results of the student scientifically and

accurately.
- Creating an open - minded atmosphere in class to help students love this
subject more.
- Introducing the book or references for students.
3.2.4. To the students:
- Preparing lessons before going to class, listening to teachers and lectures
carefully to get positive remarks ideas, good situations to apply to the article.
- Avoiding being timid, be confident in yourself.
- Getting the information from the Internet and read more and more to enhance

their knowledge about all fields in the life. Then, they have much useful
information to supply their writing.

XÁC NHẬN
CỦA THỦ TRƯỞNG ĐƠN VỊ
P.HIỆU TRƯỞNG

Lưu Xuân Hà

Cẩm Quý, ngày 20 tháng 03 năm 2018
Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung
của người khác.
Người viết

Trần Thị Hiền

21

REFERENCES
1. “Oxford Advanced Learner’s Dictionary” (7th edition).
2. “Academic writing” – Oxford Press
3. “Developing Writing Skills”.
Franciose Grellet – Cambridge University Press - 1999
4. “How to teach English”.
Jeremy Harmer – NXB Longman - 2008.
5. “Teaching Writing Skills in a language”.
Christine Nuttall – Oxford University Press – 2001
6. “Phương pháp dạy Tiếng Anh trong trường phổ thông”.
Nguyễn Hạnh Dung – NXB Giáo dục – 2004
7. “Sổ tay người dạy Tiếng Anh”.

Tứ Anh – Phan Hà – May Vi Phương – Hồ Tấn - NXB Giáo dục 2004.
8.
9. http:// www.violet.vn

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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC
HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT,
CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ
C TRỞ LÊN
Họ và tên tác giả: Trần Thị Hiền
Chức vụ và đơn vị công tác: Giáo viên - Trường Trung học cơ sở Cẩm Quý,
Cẩm Thủy
Cấp đánh

TT

Tên đề tài SKKN

Kết quả
đánh giá
giá xếp loại xếp loại
(Phòng, Sở,
(A, B,
Tỉnh...)
hoặc C)

Năm học
đánh giá xếp
loại

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ĐÁNH GIÁ, XẾP LOẠI CỦA HỘI ĐỒNG SKKN CẤP TRƯỜNG
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