SKKN classifying the writing lessons in english textbook 10 to improve writing skill for 10th grade students at thuong xuan 3 high school

1. Opening
1.1. Reasons for choosing the theme.
Today, when English has affirmed its role and position in schools and society,
improving the quality of teaching is the most concerned issue. The question is how
students to acquire all the knowledge and use it competently?
Learning English is simply learning a language. To use proficiently in that
language, students need to practice four basic skills: listening, speaking, reading,
writing, in which writing is the most important skill that learners need to master if
they really want to succeed in communication.
Writing is a skill that everyone in any profession uses daily use. The current
situation of students is facing many difficulties in different types of writing.
Therefore, to help students identify goals, topics and build a complete article is a very
important issue for teachers. So how to help students develop their writing skills? If
only follow the instructions in the teacher's book without innovation in teaching
methods is teaching writing really effective?
Because of the actual difficulties that I met in the 2019-2020 school year, which
prompted me to explore and find different solutions to overcome this situation. After
a period of application in the 2020 - 2021 school year, I boldly discussed with the
teachers of English about a small aspect of teaching - learning to write, that is:
Classifying the writing lessons in English textbook 10 to improve writing skill
for 10th grade students at Thuong Xuan 3 High School .
1.2. Aims of the research
- To find out different methods to exploit students' initiative and creativity in
training skills in English teaching.
- Train and develop students' writing skills:
Awareness -> Thinking -> Constructing ideas -> Expression.
- Students know how to categorize different types of writing so that they can
have a more accurate view of the literary language.
1.3. Objects of the research.
This subject is concerned with ways of classifying the writing lessons in Part: "D
- Writing", from Unit 1 to Unit 16 in English textbook 10 - Innovation program.

(Education Publishing House - 2006).
1.4 Methods of the reasearch.
Classifying writing lessons, determining the focus of the topic, focus group
discussions, building a system of questions, setting up an outline.
Applying it to specific writing lessons
2. Contents.
2.1. Theoretical basis.
Language is a special signaling system, it forms and develops with human
society, it is the characteristic of the human race that is completely different from the
animal.

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Language exists in human everyday life as a means of communication. Through
the expressions of language, people can better understand each other, understand each
other's moods and perspectives to build social relationships, interact with each other,
make human society. becomes a strict moderation.
For students, forming their language is a very necessary job, requiring us to
always focus on the development of students' dynamism, creativity and positivity in
order to create ability to recognize and solve problems for them. To achieve this goal,
changing teaching methods in schools in the direction of attaching importance to
learners as active subjects, encouraging active, active and creative learning activities
of learners in the process. study is essential.
In teaching foreign languages, these points are even more correct because no
one can replace learners in grasping foreign language means and using foreign
languages in communication activities with their own communication ability.
The renewal of foreign language teaching methods should agree with the
following views:
 Organize the teaching process in the direction of activating learners' activities.

 Enhance and promote well the active, proactive and creative role of students.
 Organize students to acquire knowledge by their own activities.
 Teach students how to self-study and the will to self-study.
Thus, the ultimate purpose of teaching and learning a foreign language is not
simply to recognize phonetic systems, vocabulary or grammar, but students must
know how to use those systems to achieve clearly specific communication purposes:
verbal, by action, written, ...
The role of writing skills in today's general curriculum (specifically English
textbook 10 - Innovation program) is mainly to coordinate with other verbal skills to
enrich the forms of practice. in class as well as homework to reinforce learned
knowledge, at the same time help students get acquainted with the style, strict
structure of writing and learn how to use writing activities for a purpose. as simple as:
write letters, write addresses, text messages, fill in forms, forms, ...
2.2. The status of the problem before applying innovative experience.
On the teacher's side.
From the perspective of a foreign language teacher I see that English 10 - The
Reform program has a very clear division of skills: Reading-Speaking-ListeningWriting. At the end of each article is the Language Focus section. Another advantage
for teachers is that in each section, they are divided into specific tasks. It can be said
that English 10 textbook is a model lesson plan. This does not mean that teachers
only need to ask students to complete all the procedures in the textbooks, but the
most important thing is that teachers need tips to convert those processes into real
skills.
However, we can see certain difficulties that teachers often face in writing skills:
 There are too many students in the class, so it is difficult for the teacher to
manage which students work and which students do not.
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 The inequality of competencies and levels between students in one class or
between class and another.

 Teachers often feel guilty because they cannot control and correct all of the
students' errors or cannot help all students in the writing process.
 Error correction and scoring takes a lot of time.
 Regular writing is more than 45 minutes allowed.
On the students’ side.
This is the biggest difficulty facing most teachers. Although they have 4 years of
learning English in junior high school, their limitations in knowledge are enormous:
 Not having enough vocabulary or sentence structure to express ideas.
 Tend to use spoken English when writing.
 Limited social understanding.
 Tend to translate ideas from Vietnamese to English when writing.
 Misuse of required purposes of different types of cards.
 Express all ideas and information in a sentence or long paragraph.
 There are not enough documents, information and certain knowledge about the
writing topics, so it is impossible to write the truth.
STUDENTS ARE OFTEN FED UP WITH WRITING LESSONS.
In order to keep students interested in writing lessons and to improve their
writing skills, I have applied the following methods to teaching writing skills.
 Learn and classify article types, determine the purpose and nature of
articles.
 Remove common difficulties in writing lessons.
 Determine the goals and tasks of some types of articles in English textbooks
10.
 Use the Power Point and projector during writing lesson (Unit 6: Writing a
confirmation letter).
2.3 Learning and classifying writing types, determining the purpose of the
writing lessons.
2.3.1. What is teaching writing? What steps do we need to take in the process of
teaching writing?
Is this a redundant question? Whether the answer is yes or no, we still have to be

sure that Writing is a skill. Because to teach students what to write (type of article)?
Who / what to write about? how to write? How long will it take to write? how to
make the article effective and valuable? ... This requires not only rich knowledge but
also the skill of converting knowledge into writing production.
So when making an article what steps do we need to take?
Firstly, before writing, you need to define a purpose to write. Determining the
Purpose will help students choose an appropriate type of writing and an appropriate
language. Students also need to think about the audience they are writing for - who
they are writing for. This is very important, because determining written students will
decide sentence structure and language to use. Moreover, it is also necessary to pay
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attention to students need to think about content structure or students will set up ideas
or facts of the article.
Next, students will write the first draft. When finished writing the first draft,
students need to re-read the draft to see what works and what is not. Edit their draft,
change where needed, then do the final draft.
We can summarize this process as follows:
Planning
Drafting
Editing
Final draft
So this process is not simple but cyclical. It is meaningful for students to outline,
draft, prepare and then present the final product.
For different writing purposes, writers will use different types of writing,
different types of writing will require different structures and language choices:
Different purposes, different genres
Teachers also need to focus on 3 aspects when teaching writing skills to students:
 Language accuracy (grammar, phonetics, vocabulary).

 Logical and coherent style.
 The appropriateness of the language according to the purpose of communication,
the object of communication, the context of communication and the topic of
communication.
2.3.2. Principles of teaching and learning writing skills.
To form and develop students' writing skills, we need to ensure the following
principles:
 Consider writing as one of communication methods, not just the correct use of
grammatical structures or good handwriting.
 Begin the process of teaching and learning writing with sample writing, guided
exercises, and finally freelance writing.
 Posts should be close to real life such as describing people, places, writing
invitations, letters of thanks, writing to tell a story, an event, ...
 Always ensure the purpose of the article, which means that students must know
what they write, what to do and who to write for.
 Give students as many writing opportunities as possible. Writing is a skill that
can only be formed and developed through practice.
 The article should be attached to the content or topic of the lesson in order to
integrate language skills and create more opportunities for students to practice
using words, grammar structures and specific language skills.
2.3.3. Classification, purpose and nature of Writing section in English textbooks 10.

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Below are different categories and articles in English 10 with their own
characteristics and properties. By classifying and understanding these traits we will
be better prepared for writing lessons.
Text types
Examples

Units
Features
- complain
Unit 4
- Language: formal
- filling in a form
Unit 2
- Logical ordering of ideas
- announcement
Unit 14
- confirmation
Unit 6
Letters
- invitation
Unit 10
- Language: informal
- acceptance &
- Logical ordering of ideas
Unit 11
refusal
- giving direction
Unit 8
- routines
Unit 1
- people’s backround Unit 3
- Language: informal
Narrative
- time ordering of facts
- profile
Unit 12

- instructions
Unit 5
-Language: friendly, descriptive
- a film
Unit 13
-Place/ time or generalization-to.
Description
- Specific ordering of ideas.
- a city
Unit 15
- advantages &
- Language: formal
Expository
disadvantages of
Unit 7
- generalization-to.
(explaining) mass media.
- Specific ordering of ideas or facts.
- tables & charts
Unit 9,16

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Around the topics of writing practice, English 10 textbooks have the following
basic types of writing exercises:
Match words with sentences, match sentence elements.
Enter words / phrases into sentences / paragraphs.
Discuss to find information in tables.
Fill in the form.
Find main information, determine post structure.
Write using given words / phrases.
Write by charts, tables, diagrams, charts.
Write according to suggestions (for words, structures, ideas to write, paragraph
structure)
Write letters as required.
Write freely by topic, topic, and situation.
2.3.4. What do students need to write?
So when asking students to write a problem in class, we need to make sure that
students must grasp the following problems:
 know the aim – why they are writing.
 Know the audience – who they are writing to.
 Know the genre – what type of text they are writing.
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 Have enough time for:
 thinking about the topic.
 Brainstorming ideas.
 Planning ahead carefully
 Drafting as many times as they can.
-> have constant feedback from teacher as well as their partners during the

writing process.
2.3.5. Writing as a process:
We can summarize the writing process with the following periodic diagram:

Being
motivated
planning to
write

Final
version

Getting
ideas
together

Revising
replanning
redrafting

planning

drafting

2.3.6 Solve some common problems when teaching Writing section.
Meaning of some common writing activities.
In each hour of teaching writing or a certain type of writing, there are often
many different activities, tasks, diverse and rich exercises, aiming to practice and
develop writing skills for students. It is easy to realize that they are logically related.
In particular, the Writing section in English 10 textbook usually has 3-4 tasks built in

a spiral shape: If the lesson has 3 tasks, then there will be the first 2 tasks (for a
lesson with 4 tasks, it is the first 3 tasks). also aims to provide a new language:
writing style, vocabulary, sentence structure, grammar, ... (prepare to write), and at
the same time orienting students for the range of languages to be used for the writing.
After completing these Tasks, students will be provided with “a good source of
information” and “to come up with ideas” -> Writing production (final task).
Thus, it is extremely important to understand the purpose and meaning of each
activity, task and requirements of the given writing exercises. Here is not just
completing the exercises, but it is important to teach students how to do: work
individually, in pairs, in groups, or whole class? How is the process (How many
steps)? How long will it take? -> Feedback: From doing that exercise, what problems
students can learn to prepare for the Production part.
So what kinds of exercises do we often encounter in the Writing lessons class?
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+ Coppying: is a kind of exercise to reinforce knowledge for students, each
student will copy 1 sentence of a learned conversation / paragraph and then pass it to
another student to copy the other sentence, we call chain dialogue. In this way,
students are forced to understand the content of what they have copied, not have to
copy them down without understanding anything. Teachers should use this post as a
Warm-up for new lessons.
Example: Before teaching the Writing section of Unit 1, in order to prepare for
the Writing narrative, the teacher can ask students to rewrite a short conversation (to
take from 5-7 minutes):
S1: What did Nam do yesterday afternoon?
S2: He went to the library.
S3: What book did he read?
S4: He read an English book.
S5: How long did he read?

……
Then ask students to combine the answers into 1 short text:
“Nam went to the library yesterday afternoon, he went there to read an English
book, he read….”
Thus, after completing this exercise, students have identified the language areas
(vocabulary, grammar, sentence structure, ...) that will be used in the lesson.
+ Dictation: Is a very traditional type of exercise in foreign language teaching,
and is also an effective form of transcription. At the same time, students will practice
2 skills: Listening-Writing, reinforcing grammatical structures and learned
vocabulary. Teachers can use this exercise for Warm-ups or Wrapping-ups.
Particularly this type of post we can also apply to the remaining skills.
Example: After finishing the Listening section of Unit 1, teacher asks students to
fold the book, listen to teacher read a few sentences about Mr. Lam and copy.
+ Constructing dialogue: There are 3 main types that we often encounter in
English textbook 10, they are:
- Students are provided with a sample lesson, after reading the sample lesson,
students will use the suggested words to complete similar to the sample lesson. This
type of card is available in the Writing sections of Units 1, 3, 6, 8, 9, and 14.
- Students are provided with messy sentences of a conversation, they must
rearrange the order of the sentences to form a correct conversation. This type of card
is available in the Writing section of Unit 11.
- Students are provided with an unfinished conversation and some sentences are
not in the order of the lesson, students complete by choosing the available sentences
to fill in the appropriate gap, or it is also possible that students are not provided.
levels of available sentences that must be devised according to their own preferences
to fill in the blanks. This type of post appears in the Writing section of Unit 2, Unit 4,
Unit 10 (Task 2), and Unit 11 (Task 1).
+ Fill in the blank exercises: are reinforcement exercises with good synthesis
nature, this type of exercise requires students to fully understand the whole sentence
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or the whole text. scenes so that you can fill in the correct form of the verb (verb,
preposition, ...).
Expanding frames: Students must complete the essay based on a suggested
framework, be it a narrative, a biography or a letter with content and topic. Relevant
to the lesson. We can easily recognize this type of song in the Writing section of Unit
10, Unit 12.
+ Idea frames (Written according to suggested questions): These exercises often
have the topic very close to the content of the lesson that the students have just
learned. After students are done quickly an exercise in the form of reading a text and
then answer the questions below. From answering these questions, students will draw
what they need to remember, based on the frame of the question and the sample of
the lesson just done, students will write another article as required. For this type of
lesson, from answering questions, students draw the structure and highlights of each
question is a very necessary job to create momentum for the next work. This type of
card appears in the Writing section of Unit 5, Unit 13, Unit 14, Unit 15, and Unit
16.
+ Parallel (write the same form): in this exercise, students are asked to read a
paragraph first, then write a similar paragraph but replace with new information and
content. Example: Writing Parts of Units 3, 6, 7, 8.
The above listing is for explanation of the topic, not full statistics in the "Table
of Contents" style. But we clearly see that in each Writing section of each unit, there
are often different types of exercises, requiring teachers to have an overview of each
lesson to be able to offer teaching methods. best, suitable for all types of cards and all
HS subjects.
In addition, students can also do other types of exercises such as MultipleChoice, Matching, ... These exercises aim to supplement and consolidate general
knowledge and skills for students.
+ Communicative writing activities: These are communication activities
through writing that can be implemented in the class effectively, and teachers need to

encourage students to develop to supplement teaching skills. other. Here are some
communication activities that we can apply in lessons in skills other than writing:
- Writing massages: Students write simple requests and suggestions. These
pieces of paper are transmitted to the recipient. Students who receive them will have
to make written suggestions, in the quiz there are questions that must be written or
explained. For example:
Nam,
Give me your ruler.

Ba,
What is the date today?

Binh,
Write me your phone number.

Hoa,
Do you remember Mai’s birthday?

Hung,
How about going for a swim after class?

Minh,
Clean the board, please.

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- Cooperative writing: Divide students into small groups of about 8-10 children,
groups will write a short story together, the steps will be conducted as follows:
- Each student prepares a blank sheet of paper. Teacher can write the opening

sentence on the board.
- Students copy on their own paper, then have to think and write the next
sentence of the story.
- Then students give their paper to their friends on their left to write the next
sentence; keep taking turns until the ring is over and someone's paper returns to that
person. At this time, students will write the ending sentence of the story.
- Then the teacher asks students to read their stories aloud to the whole class.
The result can be a very funny and interesting story.
- Then the teacher fixes the basic mistakes that students often make.
- In addition, we can also apply other communication activities through writing
such as: Letter writing, List making, Interview, ... in the teaching process to suit the
writing style, skills and competencies of students.
2.3.7. How to solve the problems that we often encounter in writing lessons.
As I mentioned the difficulties of teachers and students in the Basis of Practice
in writing lessons are not small, those difficulties are the main causes of boring,
monotonous class hours and a great influence on results of school hours. So in what
direction should we overcome that difficulty? From my point of view and initiative,
we should address these issues as follows:
a). For the difficulties that we often encounter from the objective side.
- Divide the class into groups or pair clearly depending on requirements, tasks of
the lesson and all students. While students work, teachers must walk around the class
to help them promptly if necessary.
- Instruct students to correct their own mistakes, or correct them with symbols of
the types of mistakes they made.
- It is not necessary to go through all the steps of teaching writing in class if the
lesson is too long. Some steps Teacher may ask students to perform at home or in the
next period. For example: Teacher asks students to prepare writing topic at home,
think ahead of the outline for writing topic (especially preparation of vocabulary,
sentence structure), or students can write draft once at home, public final production
in class. Or the teacher can also instruct students to do some start-up tasks at home to

prepare the necessary information and data for the main lesson ...
- Teachers should let students learn about the knowledge of the lesson, social
understandings related to the lesson so that they can have a necessary source of
information in the process of expressing themselves, but the teacher should not
provide. all ideas for students.

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- Should exchange, share questions, or plans on their lessons with colleagues, to
solve difficulties together to find effective methods.
- Should use many suggestions, open-ended, encouraging students in
overcoming the gaps in vocabulary, opinion or language.
- Teachers should explain and encourage students to learn English not only for
testing or exams, but English also practically serves in everyday life, for their jobs
and careers in the future, especially. especially in the period of international
economic integration.
b). For difficulties coming from the student's side.
- The pre-writing stage is a very important step for students to reinforce
vocabulary and structure and it also helps students to initially create the ideas of the
writing. At this stage, teachers should provide students with necessary structures and
vocabulary around the topic of the essay for students to express their ideas.
- Teachers should guide students to step into writing carefully and guide students with
simple and specific tasks that are suitable to students' abilities.
- Use invocation not only in language but also pictures, visual aids and sample
writing.
- Establish for students to be aware of thinking in English in order to minimize the
influence of their mother tongue in the writing process.
- Make students familiar with process writing by using different stages to suggest
practical articles to students.

- Help students find the exact audience v aim of each writing task. If the requirements
of each task in the textbook are not clear, the teacher needs to have specific
explanations in many different forms (these explanations need to focus on promoting
the initiative and creative thinking of students) for students to find. to the right
audience and aim of the article.
- Help students use simplification in connecting ideas in sentences / lessons to
shorten sentences or paragraphs but the meaning is still clear and coherent.
- Try to use information and knowledge that is practical and close to communication
in everyday life such as letters, form filling, ...
- Organize for students rich writing activities such as: games, designing posters,
creative writing, poems,… to create a fun and creative atmosphere in class.
- Should not regularly assign compulsory homework assignments to students,
because if so, it will accidentally increase passivity for students and only bring a form
of coping. Should guide students to develop reading skills at home instead of writing
exercises.
2.3.8. Identify tasks and suggestions of some Writing lessons in English textbook 10.
In order for an hour of writing teaching to really bring about certain effects, the
identification of specific tasks and finding out the highlight of knowledge for students
in a teaching hour in general and in writing teaching in particular are very important.
Let's find out the specific tasks and goals to achieve of some Writing lessons in
English textbook 10.
Writing lesson of Unit 1: Writing a narrative
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Task 1
Students must perform 2 tasks at the same time:
- Find verbs in single past tense: started, arrived, ...
- Time connectors: on that day, at first, ...
For this type of lesson, the teacher should instruct them to use scanned reading

skills to perform the two above tasks.
Task 2.
In this part, it should be noted that students define 3 contents that they will have
to perform:
- Events: these are the actions / activities taking place before the climax of the
story: got on plane, plane took off, ...
- The climax: the climax of the story (also known as the knot point) is a
remarkable episode: we thought we had only minutes to live.
- Conclusion: Notice to students that the end of the story is often stated at the
end of the story, possibly happy or unhappy, and often state the feelings of the
narrator: pilot announced that everything was right, we landed safely.
Task 3
Before the students do this exercise, the teacher notes that the students divide the
verb timing to suit the time of storytelling as well as use consistent prepositions and
prepositions correctly.
Writing lesson of Unit 7: Writng about advantages and disadvantages of the
mass media.
Task 1
Have students read the statements about the benefits and disadvantages of using
television and underline or write down the sentence structures used in the board for
convenience when doing the following exercises.
Example:
- help / encourage S.O to do sth: help us to learn, encourage us to buy.
- make S.O / sth + adjective: make things memorable, make us aware of, make
us passive / violent.
Teacher asks students to repeat the benefits and disadvantages of using
television, using learning structures.
Task 2
Based on Task 1, they think of additional information about the benefits and
disadvantages of other types of mass media and fill in the corresponding table. Note

for students that each vehicle has 2 sides, good and bad at different levels.
For example: TV is a source of entertainment and provides effective
information for people, but easily captures the eyes of the audience if viewed
continuously.
Radio helps to enrich the listener's knowledge, but when information transmitted
through the audio line may not be clear.
Task 3

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Students will use the information in Task 2 to write a short paragraph. Note for
students to only write about the benefits and disadvantages of a type of media and
should give some specific evidence to illustrate.
The article can be in the interpretation (stating the main idea first), or inductive
(after stating the new ideas and synthesizing the main idea).
- The first part: Briefly outline the main advantages of the mass media and its
implementation ideas, for an illustrative example.
- Body: change ideas, summarize the disadvantages of using the media and
implementation ideas, for illustrative examples.
- Conclusion: summarizes the main idea of the whole paragraph.
Teachers can provide students with necessary structures for use in writing:
- to neglect (v)
- to broaden (v):
- negative (adj):
- understanding (n):
- to harm (v):
- access to sth (n):
- to have influence on sth (v):
- to chat to S.O (v): to talk to / chat with someone.

Writing lesson of Unit 13: Describing a film.
After performing a sample reading describing the movie Titanic, students will
answer questions about the film. From answering questions, teachers instruct students
to draw out the structures of the whole questions. If we pay attention, we will see that
each question will be a category of the movie. For this type of post, we need to
ensure the following:
- Name of the film
+ The name of the film is Titanic.
+ The film's name is Titanic.
- The kind of film
+ It's a romantic / detective / horror film…
- The content of the film
+ It's about….
+ The film is a story of ……
+ The film tells us a story about… ..
- The setting of the film: location and time of the event in the movie.
+ The film is set in …… (a small village in 1998)
+ The story takes place in… ..
- The movie is based on which works and events (if any)
+ The film is based on a true story in 1990.
+ The film is based on a novel of Nam Cao.
+ The film is made based on the event of….
- The main characters in the movie.
+ The two main characters of the film are Leonardo and Vivien.
+ The main actor / actress of the film is ……
- My knowledge about the characters
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+ Leonardo is very famous actor.

+ Nicole Kidman has won some Oscar prizes.
- The ending of the film (happy or sad)
+ The film has a sad / happy / tragic ending.
- My feeling about the movie.
+ I think the film is very interesting / boring / frightening /….
- What did you learn from the movie (the lesson you can learn from the film)
+ The film makes me realize that I must appreciate the life and what we have.
+ The film strengthens my belief in human ability.
+ Thanks to the film, I realize that if we are strongly determined, we can make
our wishes come true despite the difficulties in life.
After doing this work, the rest is relatively easy for students to use these
structures to describe their own personal favorite movies.
2.3.9. Use the Power Point and projector during writing lesson (Unit 6: Writing
a confirmation letter).
It can be said that the application of modern means to teaching has created many
favorable conditions in the teaching process for teachers, while also helping students
get used to the strong development of information technology, science and
technology. For foreign languages, the application of modern means to the teaching
process is more necessary than ever. However, it is not easy and simple to use
modern means in effective teaching.
After a short time applying the facilities to English teaching, I boldly present the
lessons (I do not use the word "experience" - maybe this is not an experience) that I
have learned. From the process of using modern means to teach English: Using
Power Point and projector in writing lesson (Unit 6: Writing a confirmation letter).
In my opinion, the use of modern means in writing teaching is very effective:
- The actions to warm-up for writing lessons are very fast, shorten the time to write.
- Students have plenty of time to discuss in class before writing.
- Enhance their teamwork (the struggle between group members, between group and
group), making the classroom atmosphere more floating and positive.
- Teachers have time to correct many mistakes for students, from which students have

the opportunity to overcome their own shortcomings.
Section Writing lesson of Unit 6: Writing a confirmation letter.
In this article I conduct the following steps:
- Prepare:
+ Prepare lesson with Power point.
+ Clear paper (8 sheets) and pens (8 pieces).
- Teaching aids and facilities:
+ Multi-purpose projector (for Power point presentation).
+ Overhead projector (to project clear paper): used for editing lessons for students.
- Implementation time: 45 minutes
- The teaching hour process is as follows:
Step 1: (5 minutes)

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• Teacher asks students to list types of letters that they have written or know (can
be in Vietnamese or in English).
• Show Slide 1 in Warm-up (as shown below, without hyphen): Give the students
the Matching form, do it quickly in 3 minutes: One column is Kinds of letters and the
column is Characterized. sentence of the letter. Students must grasp the typical
sentences of each type of letter. Teachers can write on the board the symbols of the
same column in this column, respectively 1,2,3,4,5 and the other column a, b, c, d, e
for easy correction for students. Then ask 3-4 students to give their answers, teacher
presses the phone to check the results.
• So, after completing step 1, students have visualized what today's lesson is?

SLIDE 1

Step 2 (7 minutes)

• From what was done in step 1, teacher introduces the new lesson. Teacher
projects Slide 2 (As illustrated)
• Teacher asks students to read and grasp the tasks they will do in Task 1. Ask
students to open the book on page 69.
SLIDE 2

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• Teacher shows Slide 3 (Slide 3a) (without Requests and Confirmation below),
ask students to read carefully 2 letters (Russian and Chinese) then find out the request
in Russian letter and Confirmation in letter of Flowers (5 minutes).
• Teacher asks students to give their answers, teacher writes down their answers
on the board, after teacher presses the camera (Slide 3b) for students to check the
results.
SLIDE 3A

SLIDE 3B
Step 3 (5 minutes)
• Teacher asks students to read the 2 letters again and then find out and underline
new words and structures (students can predict the meaning).
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• Teacher shows Slide 4 (as illustrated):
• Ask students to listen and repeat a few times, teacher explain more if necessary
then ask students to take quick notes in notebooks.
SLIDE 4

Step 4 (12 minutes) Task 2.

• Teacher shows Slide 5A, ask students to read carefully the task to be done, then
ask students to determine the central requirement of each situation, teacher calls a
few students to read the answers aloud.
• Teacher presses the camera to project Slide 5b.
• Students observe and compare results with previous answers.
• Teacher emphasizes again the focus requirement of each situation and asks
students to divide into 8 groups (usually each class has 4 teams, each team divided
into 2 small groups). In the writing part of this article, I organize for students to do
group activities: Groups of groups 1 and 2 will write case 1, groups in groups 3 and 4
will write case 2. All groups will do the writing on clear (prepared) paper within 10
minutes.
• Teacher walks around the classroom observing the groups working and helping
if necessary.
SLIDE 5A

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SLIDE 5B
Step 5: (10 minutes)
• Ask groups to change their writing, find, underline and correct their mistakes
side by side if they think it is wrong (2 minutes).
• Teacher collects the groups' papers and uses the projector to in turn correct the
lessons for students: comment on the meaning (content) and grammar, and grade each
article.
• Teacher gives general comments and draws general conclusions about errors
that students often make: sentence structure, correct / wrong word usage, word order,
sentences with no clear meaning, ... and give how to overcome, learn from experience
for the next article.
Step 6 (5 minutes)

• Teacher shows Slide 6: (As illustrated)
• Give sample articles for each situation, ask students to copy them for reference
and additional projection at home.
• Teachers can rely on the situation of each class to create more exercises in
similar form for students to practice at home (optional).

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Sample writing
of situation 1

Sample writing
of situation 2

With this teaching period, students are very interested in learning, the learning
atmosphere of the class is very popular, most of them work very hard and bring high
learning efficiency.
I have also used modern teaching facilities in quite a lot of lessons in all skills,
from which I have learned that the correct use of teaching aids and tools is
appropriate. each type of lesson, each skill, each subject student is not easy. However,
we do not dare to use them, but it is important that after each use we learn something
for the next use, and we also need to combine the utensils. and that means in a
smooth and reasonable way. Through this presentation of a teaching session written
in Power Point and Projector, I hope to receive the input of teachers to use modern
teaching tools and tools. more and more widely and effectively.
2.4. The effectiveness of teaching methods were applied to educational activities,
myself , my colleagues and the school .
2.4.1. Results:
With the solutions and the methods that I have applied (as presented in the content

section), combined with the attention and direction of the school administration, the
exchange among professional team members about applying suitable methods for
each student in mountainous schools. After a year of learning applied in practical
teaching, I have gained encouraging results. The majority of students have gradually
improved their learning quality, at the same time they also gradually filled up the lack
of knowledge, thereby developing more skills and techniques in using English. In
addition, during the teaching time, I always make students interested in learning with
short but witty stories, fun quizzes, and fun games suitable for the lesson type, highly
educational. Over the past year, they have regained their confidence and improved
their creative thinking in learning.
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2.4.2. Specific results:
The result of class 10A2 in the academic year 2020 – 2021:
 Before applying the method
Number of students
38
100%

Excellent-good
0
0%

Average
21
55,3 %

Weak (bad)
17

44,7 %

Average
30
79,0 %

Weak (bad)
3
7,9 %

 After applying the method
Number of students
38
100%

Excellent-good
5
13,1 %

b. Relevant lessons:
To get good results from the teaching activities, the teachers must:
 Take time to apply active teaching methods combined with traditional methods.
 Spend time researching each writing lesson and all references to active teaching
methods to select appropriate classification
 Build the questions for discussion in the order from low to high, from simple to
complex.
 Create a friendly learning environment for students to openly promote the
initiative and actively cooperate together in study
 Make the students understand the positive effects of cooperative teaching
methods both in theory and practice.

 Combine with other teachers and youth organizations to encourage and attract
students in active learning, build a sense of self-study for students.
If we combine all these factors, we can achieve success in innovating teaching
methods effectively.
3. Conclusions and suggestions
3.1. Conclusion.
Thus, through the method of classifying articles in a specific and detailed way,
students have been systematically oriented in each lesson. By this method students
have created interest in writing skill; they gradually make progress in learning
English.
I hope that by sharing my teaching experience, this method will be widely
applied and perfected to bring better teaching effect.
3.2. Suggestions
- For the renovation of teaching methods effectively requires close coordination and
attention effectively close direction of the leadership.
- Quickly stability program, a reasonable amount of time for teaching - learning.

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- In particular, mountainous schools need to be provided and equipped with more
modern teaching facilities and equipment to meet the needs of innovative teaching
methods.
Sincerely thank.
Thanh Hoa, May 15, 2021.
HEADMASTER’S CONFIRMATIONS
I strongly ensure this is my own
..................................................................... work.
.....................................................................
Writer

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Nguyễn Xuân Tuấn

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