(Sáng kiến kinh nghiệm) some experiences to improve how to write a paragraph in english for good students at tan lap secondary school

THANH HOA EDUCATION AND TRAINING DEPARTMENT
OFFICE OF BA THUOC EDUCATION AND TRAINING

INITIATIVE EXPERIENCE

SOME EXPERIENCES TO IMPROVE HOW TO WRITE A
PARAGRAPH IN ENGLISH FOR GOOD STUDENTS
AT TAN LAP SECONDARY SCHOOL
Writen by: Truong Thi Diu
Career: Teacher
School: Tan Lap secondary school
Subject: English

THANH HOA 2019
1


TABLE OF CONTENT

Order
1

Contents

Page

INTRODUCTION

2

1.1

Rationale

2

1.2

The aim of research

2

1.3

The object of study

2

1.4

The methods of study

2

CONTENT OF EXPERIENCE INITIATIVE

3

2.1

Theoretical background

3

2.2

Problems emerged before the Study was acted

3

2.3

Solutions

2.4

The result of applying new solutions

18

CONCLUSIONS AND RECOMMENDATIONS

19

3.1

Conclusions

19

3.2

Recommandations

19

Reference materials

21

The initiative experiences....

22

2

3

from 6 to 17

1


1. INTRODUCTION
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 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.
1.1. Rationale.
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 good students at Tan Lap 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 "Some experiences to improve how to write a paragraph in English
for good students at Tan Lap secondary school" to help students to write a
paragraph more effectively.
1.2. The aim of research.
- Help students learn how to write some kinds of paragraphs.
- Help students learn how to use conjunctions and structures in each part
of an essay
- 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.

1.3. The object of research.
- How to write an English paragraph for good students.
1.4. The methods of study.
2


During the study, I used the following methods:
- Observation is applied to observe the activities of students during the time
they are included in writing activities
- Analysis, statistics, synthesis, comparation and assessment are applied to
assess the progress of students when they approach the writing with new
methods
- Check students to find out the current state of writing a paragraph.
- Apply different writing styles.
2. CONTENT OF INITIATIVE EXPERIENCE.
2.1. Theoretical background.
Because of the awareness of the importance of English in the current
period, this subject pay attention to many people, especially people in the field
of education. To satisfy the requirements for the common development, a new
task of the nation is to have the generation of citizens “ use of language
proficiency” to “acquire knowledge in advanced science and technology ... ".
That requires foreign language teachers need to equip themselves with the
modern advanced teaching methods, suits to the needs of the subject and the
present study.
The leading point of teaching foreign languages is now under the
direction of communication. Therefore, the purpose of teaching a foreign
language is to help learners not only understand the language system but also the
use of the language system as a communication tool. The basic features of the
new foreign language teaching activities are independent, positive, proactive
students in solving the task of communicating foreign languages. Recently, the

Ministry of Education and Training has specificly required for teaching based on
the standards of knowledge, skill, teaching methods demand action and attitude
of confidence in learning for qualified students. They have the gift for English
and are keen on learning.They can pass both the written examination and the
oral examination.
Thus, we must make students love the subject if we want to have a better
course. As students love the course, the teacher must stimulate learning for
students.
2.2. Problems emerged before the Study was acted
* To teachers:
When teaching good students at Tan Lap secondary school I have some
difficulties, They come from the following main reasons:
- Fostering Content: The school does not have the own programs for
specialized classes, programs for good student studying for exams makes
difficulties for teachers in the teaching process.
- Lack of orientation and lack of system interoperability programs make
teachers self-study and self-documented.
3


- I have many periods in class. At home, my children are too young,my
husband works far from away so my investment for the training of qualified
students have also been limited.
* To students:
- Tan Lap Secondary School students are mainly ethnic minorities, so
many children have the habit of using their own language – Muong - Thai in
class caused many problems in the teaching process.
- Many families are not really interested in their children's learning. Their
children do not have time and good method of learning so the results are not
good.

- Economic condition is still difficult.The students do not have a lot of
time to study. They have to work hard everyday.
- Tan Lap secondary school also has a few qualified students but they are
affected by the subjective opinion of parents to choose the subject, making it
difficult for me to choose suitable students to train.
In the process of teaching with the consciousness to research the
situation of student learning has conducted from experience. I always orient
myself a plan and specific methods to actively investigate the situation of
student learning. Through investigation, I realized that most of them don’t know
how to write a paragrahp. They are not good at doing the test. The survey results
are not good.
The results of good students in grade 8,9 at Tan Lap secondary school in
the year 2015- 2016
Table 1:
Excellent
Grade Number Number %
8
6
0
0,0
9
5
0
0,0

Good
Number %
0
0,0
0

0,0

Fair
Number %
1
16,7
1
20,0

Poor/Fail
Number %
5
83,3
4
80,0

From that fact, I tried to find out the reasons of the weak quality and I
finally found out main reason: good students don’t know how to write a
paragragh in English and the students’ interest to write a paragragh are very
limited.
 
In order to solve the problems above and to improve the quality of generally
English not only in grade 8 but also particularly in other grades, in the first
semester of school year 2017-2018 and 2018-2019 I only apply this innovative
experience to teach in grade 8 ( in grade 9 I still taught as I had done before
applying this innovative experience ). At the beginning of the school year, I had
a survey about writing a paragragh , and level of interest in writing a paragragh:
Unit 3: At home 15-minute test:
4

Write a description of a room in your house.
Key:My Room
My room is on the second floor. It's quite a big room and very light,
because there are two windows overlooking the garden. My desk is between the
windows and my bed is against the wall opposite the desk. There's an armchair
near the desk and behind the armchair there's a wardrobe. Opposite them, there's
a chest of drawers with bookshelves next to it. I'm very pleased.
Here are the survey results quality of good students of grade 8 at Tan Lap
secondary school at the begin of the school year 2016- 2017
Table 2:
Excellent
Good
Fair
Poor/Fail
Grade Number Number % Number % Number %
Number %
8
6
0
0,0 0
0,0 3
50,0 3
50,0
Besides, I also tested the students’ interest before applying some of my
methods in teaching writing paragragh for them.
Interest test of writing paragragh of grade 8, and grade 9 at Tan Lap
secondary school at the begin of the school year 2015-2016, 2016-2017:
How are you interested in writing paragragh ? Click X in your chosen one.
Very

Interested
Normal
Less interested Not interested
interested
Table 3: Check the good students’ interest.
Very
Less
Not
Interested Normal
School Gra Amo interested
interested
interested
year
de unts
No
%
No
%
No %
No
%
No %
8
6
0
0
1
16.7 2 33.33 2 33,33 1 16.7
20152016
9

5
0
0
1
20,0 1 20,0 2
40,0 1 20,0
Total
11
0
0
3
56,7 3 53,33 3 73,33 2 36.7
8
7
1 14,29 2 28,57 3 42,86 1 14,29 0 0
20162017
9
6
0
0
1
16,7 2 33,33 1
16,7 2 33,33
Total
11
1 14,29 3 45,27 5 76,19 2 30,99 2 33,33
From the results above, I realise that both the quality and interest of the
students are equal and low.
Starting from the above reality I strongly improved, gradually additional
the new teaching method applied to the English periods in genera, in the year

after to see the results markedly.
5


2.3. Solutions
2.3.1.How to write a paragraph.[1]
When writing a Paragraph in English, it must include the full three parts:
The topic sentence; The supporting sentences and The concluding sentence.
a. 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
b. The supporting sentences 

- Give the main ideas to explain, prove the topic sentence.
- This section usually includes 3 supporting sentences . The conjunctions
is usually used to link the main ideas in the supporting sentences:
+ Firstly_________. Secondly_________. Lastly _________.
+ In the first place _________. Also _________. Lastly _________.
+ Generally _________. Furthermore _________. Finally _________.
+ To be sure _________. Additionally _________. Lastly _________.
+ In the first place _______. Just in the same way ______.Finally ______.
+ Basically _________. Similarly _________. As well _________.
- In each supporting sentences , we write from two to four sentences
called " The supporting details". The conjunctions is usually used to link the
sentences in "the supporting details":
+ Consequently
+ It is evident that
+ It is apparent that
+ It goes without saying that
+ Without a doubt
+ Needless to say
+ Furthermore
+ Additionally
+ In addition
+ Moreover
+ In the same way
+ More importantly/remarkably
+ In other words
+ Specifically
c. 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
6


+ In conclusion
+ In short
2.3.2. Some things to remember when writing a paragraph .[2]
a. Don’t use contractions
b. Do not go down the line for a paragraph.
c. The paper must contain the full three sections as stated above. Do not write
too long or too short.
d. Do not use "YOU" in a paragraph.
e. Do not use "extreme words".
f. Always repeat the" KEY WORDS" in points.
g. Use "linking words" correctly and clearly.
h. Use "ACTIVE VOICE" instead of "PASSIVE VOICE"
2.3.3 Some types of writing a paragraph
*. Type 1: Describing people: [3]
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
* 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
7


Eg: My neighbour, who is slightly eccentric, has dozens of filthy cats
Eg: He is a scruffy child whose clothes are torn and dirty.
Eg: He has a broken nose, which makes hims look like a boxer.
- Result: so/such (a)...(that)
Eg: She is so beautiful that she looks like a film star.
- Addition: in addition to, as well as/ besides, moreover, furthermore, not
only... but also...,etc.
Eg: He is very tall, in addition to being very thin.
Eg: My grandmother has deep wrinkles, as well as thin grey hair.
Eg: He is not only artistic, but also a successful businessman.

- Contrast: + but/yet/However/Nonetheless/Even so + Clause
+ Although/(Even) though/ While + Clause
+ In spite of/ Despite + -ing form/noun/the fact that
Eg: He is temperamental, but/yet he is a loyal friend.
Eg: He looks as through he's an old man. However, he is only 35.
Eg: Although he has a huge, powerful body, he's a very gentle person.
Eg: In spite of being very busy, she always has time for her children.
- Linking cause and effect:
+ Because/as/since
+owing to/due to
+ As a result/consequence of
+ A/the result of / as a result,...
+so/ therefore/for this reason
+ The reason(that/why)
Eg: She is popular because she is open and friendly.
Eg: She is popular due to being/due to the fact that she is open and friendly.
Eg: A result of her being open is that she is popular.
Eg: She is open and friendly, so she is popular.
Eg: She is open and friendly, therefore she is popular.
Eg: The reason she is popular is that she is open and friendly
* Impressions, Opinions and Reactions:
+ I think/feel/etc (that)
+ It seems to me that
+ 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
8


Jacques has been my close friend for two years. I first met him on a
school exchange trip to Calais, France. I asked him the way to the library and we
started talking. We've been friends ever since. Jacques is quite good-looking.
He's tall and slim, with olive skin and curly dark hair. Like many French people,
he has a great sense of style, so he always looks well-dressed even in casual
clothes. Jacques is very outgoing. He is always friendly and loves to have fun.
He's got a fantastic sense of humour and he always makes me laugh. However,
he can be a bit immature at times. For example, when he doesn't get what he
wants, he acts childishly and stamps his feet. Jacques is very keen on water
sports. He likes sailing and he spends a lot of time on his boat. He enjoys scuba
diving, too, and loves exploring life under sea. All in all, I'm glad to have
Hacques as my friend. It's a pleasure to be with him and I really enhoy his
company. I'm sure we'll always be close friends.
* Type 2. Descibing places/ Buildings [4]
a. Introduction: name/ location/ population of the place, reason for choosing the
place.
- Factual information such as age, size, colour, material, etc.
Eg: The temple, with 10-meter tall marble columns, was built in 800BC
- Details relating to the senses ( sight, hearing, smell, touch, taste) to
suggest mood and atmosphere
Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark
corridors, disturbing the tranquil silence
b. Main body: general features and particular details

- Place: surroundings, sights, facilities, free-time activities
- Building: surroundings, detailed description of exterior/ interior.
c. 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.
9


+ Using a variety of present or past participle from such verbs as: astound,
amaze, astonish, impress, refresh,etc.
Eg: I was/felt astounded at how beautiful Florida is in winter.
+ Using a variety of nouns in expressions such as: to my amazement/
astonishment/ delight/ surprise/etc.
Eg: To my delight, the place had kept its character.
- You can express negative impressions of a place by:
+ Using a variety of adjectives such as: disreputable, inhospitable, neglected

+ Using a variety of present or past participles from such verbs as: disappoint,
shock,etc.
Eg: the disappointing view of the unsightly housing.
+ Using a variety of nouns in expressions such as: to my disappointment/
surprise/etc.
* Making comparisons: To compare places or building you can use:
+ (just/nearly) as ... (positive degree) ... as
Eg: In those days the main streets were just as congested as they are today
+ The same as
Eg: The cottage was the same as it had been fifty years before.
+ (relatively/considerably) less ... (positive degree) ... than
Eg: The new buildings are considerably less ornate than the old ones.
+ (much/far/considerably) more + adjective/ adverbs + than
Eg: The northern area is more picturesque than the eastern area.
+ (by far) the most + adjective
Eg: Hill Manor is by far the most elegant hotel in the region.
+ comparative + and + comparative
Eg: The streets are becoming dirtier and dirtier.
+ 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.
* Type 3. Describing festivals/ events/ ceremonies: [4]
1. Introduction: Set the scene ( name,time/date, place of event, reason(s) for
celebrating)
10


2. Main body: Preparations( decorations, rehearse,etc.). Description of actual
event (costumes, food, atmosphere, activities,etc.)
3. Conclusion: feelings, comments, thoughts
* Notice: When you describe annual events( a celebration/festival which takes
place every year), present tenses are used and the style is formal. However,
when giving a personal account of an event which you witnessed or took part in,
past tenses are used and the style may be less formal. The passive is frequently
used to describe preparations/ activities which take place.
* Example:
Topic: The Mid - Fall festival
The Mid-Fall Festival is a wonderful, traditional and ancient
festival in Vietnam. The festival is held on the fifteenth of August (according to
Lunar Month). In this festival, the children usually go/ parade on the streets and
sing the famous songs about The Mid-Fall Festival and other songs for children.
They also carry/bring colorful lanterns of different sizes. They also wear the
masks with famous characters in children’s films and books, especially comic
books. Besides, Dances are also traditional so people usually perform the dances
like the Dragon dance and Lion dance. Furthermore, in the Mid-Fall Festival,
people always make or buy the traditional cake called Banh Trung Thu or Moon
Cake. Almost children like eating Moon cake very much. In this festival, adults
usually help the children make the lanterns and teach them about the history and
culture of Vietnam. Children in Vietnam like The Mid-Fall Festival very much

because It has many interesting activities, the Moon cake is delicious and they
know more about the history and culture of Vietnam.
* Type 4. Narratives: [5]
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...)
11


- The sequence of events is important: before, after, then, in the evening,
later, in the end, until, while, during, finally, etc.
* Techniques for beginning or ending stories:
- You can start your story by:
+ Describing the weather, place, people, etc, using senses

+ Using direct speech
+ Asking a rhetorical question
+ Creating mystery or suspense
+ Referring to feelings or moods
+ Addressing the reader directly
- You can end your story by:
+ Using direct speech
+ Referring to feelings or moods
+ Describing people's reactions to the events developed in the main body.
+ Creating mystery or suspense
* Past tenses and time words: Past habits are not described using Past
Continuous. In stead, use Past Simple, "used to" or "would", with an appropriate
adverb of frequency.
* Example:
Topic: Tell about your last birthday party
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.
* Type 5. For and against paragraphs: [5]
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:
12


+ One/Another/A further/ An additional(major) disadvantage/drawback of
...
+ The main/greatest/most serious/first disadvantage/drawback of ...
+ Another nagative aspect of ...
- To introduce points/arguments for or against:
+ One (very convincing) point/argument in favour of ... / against ...
+ A further common criticism of ... / It could be argued that ...,
Often
claimed/suggested
It is
Widely
argued/maintained that
Generally
felt/believed/held
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, ...
however, still, but, even so, Others/
Oppose this viewpoint
nonetheless, nevertheless,
many peole ( strongly) disagree ...,
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:
13


+ In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in
effect
- To make general statements:
+ As a (general) rule, generally, in general, on the whole, by and large, in
most cases
- To make partially correct statements:
+ To a certain extent/ degree, to some extent/degree, in a way/sense, this
is partly true (but), to a limited extent, there is some truth in (ths), in some cases,
up to a point
- To explain/clarify a point:
+ In other words, that is to say, this/which means that
- Conclusion expressing balanced considerations/opinion indirectly
In conclusion,
it can/must be said/claimed that ...
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 conclusion,
Clear/apparent
Evidence
All in all,
It is
plain/obvious from
above
Points
To sum up,
evident
foregoing arguments
- Conclusion expressing opinion directly:
In conclusion,
On balance,
All things considered,
It is my belief.opinion that ...
Taking everything into
I (firmly) believe/feel/think that ...
account/consideration,
I am convinced that ...
To conclude,

I am inclined to believe that ...
To sum up,
I (do not) agree that/with ...
All in all,
Finally/Lastly,
+ Taking everything into account, I therefore conclude/feel/believe
(that) ..
+ For the above - mentioned reasons, therefore, I (firmly) believe that ...
14


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.
*. Type 6. Opinion paragraphs: [5]
Present the writer's personal opinion concerning the topic, clearly stated
and supported by reasons and/or examples. The opposing viewpoint and reason
should be included in a separate paragraph before the closing one, together with
an argument that shows it is an unconvincing viewpoint. The writer's opinion
should be included in the introduction, and summarised/ restated in the
conclusion.
- Useful Expressions for giving Opinions:
+ To my mind/To my way of thinking, ...
+ It is my (firm) belief/opinion/view/conviction (that) ...
+ In my opinion/view ...
+ My opinion is that,
+ I (firmly) believe ...
+ I (definitely) feel/think that ...
+ I am (not) convinced that ...
+ I am inclined to believe that ...
+ I (do not) agree that/with ...
+ It seems/appears to me ...
+ It strikes me that ...
+ As far as I am concerned, ...
Topic: Some students prefer to study alone. Others prefer to study with a
group of students. Which do you prefer? Use specific reasons and examples to
support your answer.
15


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.
*. Type 7. Solution paragraphs[5]
In which the problems associated with a particular issue or situation are
analysed and possible solutions are put forward, together with any expected
results/ consequences. The writer's opinion may be mentioned, directly or
indirectly, in the introduction and/or conclusion.
a. Notice:
- Present each point in a separate paragraph
- Well-known quotations or though-provoking statements are useful
devices to make your composition more interesting.
- Before writing, you should always make a list of the points you will
present
- Do not use informal style or very strong language( eg: I know, I am
sure...)
b. Useful language for Solution paragraphs:
- To express cause: since/because, in view of/because of/owing to/due to

(the fact that) ... The season that .../why .../for ... is that ...
-To
express
effect:
thus/therefore/so/consequetly/
as
a
result/consequence, the result of ... would be ..., .... would result in ...
- To express purpose: so that ..., so as/in order (not) to ..., with the purpose
of/intention of (+ing)
- To express possibility/probability:
+ It can/could/may/might ...
+ It is possible/probable/(unlike)ly/forseeable/certain that ...,
+ ... is (unlikely) to/bound to/certain to/possible/probable ...
16


+ The likelihood/possibility/probability of (-ing/noun) is ...
c. Useful Expressions: Problems & Solution:
+
Steps
Should
So as to
Solve/overcome/combat ...
Measure Must/ could be taken In order
Deal with/eradicate ...
s
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 their/ to solve/overcome the problem of ...
Governments
our attention
to improve the situation of ...
We
on ways
to reduce the impact of ... on society ...
+
If steps/measures were taken to ...
The effect/result/
If ... happened/were to happen
Consequence
If attempts were made to address the problem would be ...
+ By (+ing) ..., we/governments/etc, can ensure that/ prevent ...
+ The ... situation could be improved if .../ It would be good idea if ...
+
effect/consequence
would

The
Of (+noun/ing)
be
outcome/result
might
Topic: The difficulties in learning English and how to overcome them
Beginners of foreign language always meet difficulties from the outset.
For me, I had to overcome these problems when I started learning English.
English pronunciation is my first obstacle. The pronunciation in English puzzles
me a lot because the same letter has different sounds. For example the letter “a”
in “bath” is not pronounced in the same way of that in “bathe”. The “ou” in
“South” is also different from “ou” in “Southern”. Generally verbs and nouns
are pronounced differently although they are written the same. Record is a good
example to illustrate it. In order to solve this puzzling question I carefully study
The A.P.A (The International Phonetic Alphabets) which helps me pronounce
English words correctly. In order to have an accent just like the native speakers,
I often listen to tapes and repeat after them, trying to imitate them. Moreover,
my everyday conversation with the foreigners I meet in the street will enable me
to acquire a proper accent. Compared with French, English grammar is much
easier. However, this does not mean that learners meet no difficulties in learning
it. It took me a long time to learn how to master the tenses in English grammar,
to endeavor to do as many grammar exercises as possible and read various
grammar books. In writing English, English language has its own style. In order
to drill writing skills, I have tried to read famous novels of distinguished
17


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.
2.4. The result of applying new solutions
Before I apply this theme, results and effectiveness of students’s writing
paragraph is limited, even more they remember vaguely,unclear words. Through
teaching and guiding students practicing writing by the above method for good
students at Tan Lap secondary school . common widely for students, both
teaching directly in the classroom , guidance the students learn at home to carry
out the content of the subject and achieve results quite satisfactory:
+ Students have writen the paragraph effectively, so they actively write
paragraph, all of them are more interested in writing paragraph so students have
developed skill of writing.
- 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.
Through the initiative, I have been able to improve my professional skills,
especially on the method of writing paragraph for gifted students. Teacher
know how to select and combine suitable methods for each type of words.
Thereby, she and her students have certain premises and are especially important
for students when they continue to study in upper classes.
In the second semeter of school year 2015-2016 and 2016-2017 at Tan
Lap secondary school, I have tested both in two grade 8 and grade 9.
15-minute test:
* The good students' quality in writing a paragraph.
a. School year 2016 – 2017
- The results at the exam for good students of Ba Thuoc Department of
Education and Training.

Table 4
Excellent
Grade Number Number %
8
6
1
16,7
9
5
1
20,0

Good
Number %
3
50,0
2
40,0

Fair
Number %
2
33,3
2
40,0

Poor/Fail
Number %
0
0,0

0
0,0

b. School year 2017 – 2018
18


- The results at the exam for
Education and Training.
Table 5
Excellent
Grade Number Number %
8
3
1
33,4

good students of Ba Thuoc Department of
Good
Fair
Poor/Fail
Number %
Number %
Number %
1
33,3 1
33,3 0
0,0

3. CONCLUSIONS AND RECOMMENDATIONS.

3.1. 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 Tan Lap Secondary School. I
find that students are more receptive to the lessons, the learning outcomes of the
students are better, the students' activeness, activeness and creativity have been
improved.
Teachers must be friendly, close to the students and know and their
preferences. Teachers find ways to attract the interest of students with English
subject. Besides we also have enthusiastically answered questions from the
children, so they have a solid basis of trust on the subject.
Teachers should not create obstacles for students with difficult exercises,
or the things are too strange for them. Teachers need to make the request in line
with studets. Teachers need to commend what they know so that they promote.
When implementing the project ""Some experiences to improve how to
write a paragraph in English for good students at Tan Lap 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.
3.2. Recommendations.
a. With 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.
b.With the leaders of Tan Lap secondary school

19


- 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.
c. With Ba Thuoc Department Of Education and Training
- Regularly organizing the seminars in order to improve the quality of
teaching English.
Above are some of my thoughts, my explorations in the process of
teaching students. Due to lack of time and limited experience, these issues are
inevitable with errors. I would like to receive feedback from school
administrators, colleagues. So that I can learn from experience in better
teaching.
Thank you very much for reading!

PRINCIPAL CONFIRM

Thanh Hoa, May 24th, 2019.
I assure that this is my experience initiative.
I do not copy other people's content.
Written by

Nguyen Ngoc Tuan

Truong Thi Diu

20


Reference materials
1. />2. / minh-chien-hoang-điều-cần-nhớ-khi-viếtparagraph essay/ 279336488908162.
3. />4. Real Writing – D.Mendelsohn
5. Successful Writing (Proficiency) - Virginia Evans.

21


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Trương Thị Dịu
Chức vụ và đơn vị công tác: Giáo Viên Trường THCS Tân Lập
TT
1.

Tên đề tài SKKN
How to develop English
speaking skills for students at

2.

Cấp đánh giá Kết quả đánh

Năm học
xếp loại
giá xếp loại đánh giá xếp
loại
Huyện

C

2013- 2014

Huyện

A

2016-2017

Tỉnh

C

2016-2017

Huyện

A

2018-2019

secondary school.
Some techniques of teaching

English vocabulary for grade 6
students of Tan Lap secondary

3.

school remarkably.
Some techniques of teaching
English vocabulary for grade 6
students of Tan Lap secondary

4.

school remarkably.
Some experiences to improve
how to write a paragraph in
English for good students at Tan
Lap secondary school.

22