PHÒNG GIÁO DỤC & ĐÀO TẠO HUYỆN YÊN LẠC
TRƯỜNG TRUNG HỌC CƠ SỞ ĐẠI TỰ
SÁNG KIẾN KINH NGHIỆM

CÁCH VIẾT MỘT SỐ DẠNG BÀI LUẬN
TIẾNG ANH
( BỒI DƯỠNG HỌC SINH GIỎI LỚP 9) Môn : Tiếng Anh
Tổ bộ môn : Khoa học xã hội
Mã : 41
Người thực hiện : Đặng Văn Dương
Điện thoại : 0987 967 208
Gmail : [email protected]

4. The essay plans for the three types of discursive essays
11
11-14
14-15
15-17
17
VI. Kết quả ứng dụng và bài học kinh nghiệm 19
PHẦN KẾT LUẬN VÀ KIẾN NGHỊ
19
I. Kết luận
II. Kiến nghị
19
19-20
TÀI LIỆU THAM KHẢO
24
PHẦN MỞ ĐẦU
I. LÝ DO CHỌN ĐỀ TÀI:
1. Cơ sở lý luận:
Ngay từ khi bắt đầu học tiếng Anh, các em học sinh đã được tiếp xúc với
bốn kỹ năng cơ bản của ngôn ngữ, đó là: nghe, nói, đọc, và viết. Đây là những
kỹ năng quan trọng của người thầy trong việc truyền thụ kiến thức cho học sinh.
Trong đó viết là một kỹ năng khó cho người học, nó đòi hỏi người dạy phải nắm
được phương pháp giảng dạy hiệu quả và thực hiện tốt nguyên lý “Học đi đôi
với hành”.

các em thường xuyên gặp phải những bài viết luận. Nhiều khi các em lúng túng,
lẫn lộn không biết mình phải viết kiểu gì, trình bày bài luận ra sao, dùng những
cấu trúc câu nào cho hợp lí Vì vậy tôi mạnh dạn chọn đề tài " Cách viết một
số dạng bài luận Tiếng Anh" này để giúp các em nắm được cách viết một số
kiểu bài luận. Từ đó nâng cao hiệu qủa giảng dạy bộ môn, đặc biết chất lượng
học sinh giỏi môn Tiếng Anh lớp 9.
II. MỤC ĐÍCH CỦA ĐỀ TÀI:
Từ thực tế trên, tôi không ngừng nghiên cứu, học tập, thực nghiệm những
phương pháp, thủ thuật dạy viết để tìm ra cách dạy viết có hiệu qủa nhất như:
- Giúp học sinh nắm được cách viết một số dạng bài luận.
- Giúp học sinh biết cách sử dụng các cấu trúc ở từng phần trong bài luận
- Rèn luyện cho học sinh có tính tư duy độc lập.
- Giúp học sinh lòng yêu thích môn học, khắc phục tâm lí sợ bài luận khi
tham gia các kỳ thi học sinh giỏi các cấp.
- Giúp giáo viên hiểu sâu hơn về cách viết một số dạng bài luận
III. ĐỐI TƯỢNG NGHIÊN CỨU:
- Về qui mô: Tìm hiểu vận dụng các phương pháp dạy viết luận
- Về không gian: Học sinh giỏi môn Tiếng Anh lớp 9- THCS, các dạng
viết luận trong chương trình Tiếng Anh THCS
- Về thời gian: Khảo sát từ tháng 8 năm 2010 đến nay.
IV. PHƯƠNG PHÁP NGHIÊN CỨU:
- Dựa trên đặc trưng bộ môn Tiếng Anh, theo phương pháp đổi mới dạy
học cấp THCS.
- Dự giờ đồng nghiệp để tìm hiểu thực trạng kĩ năng viết ở trường THCS
- Áp dụng các hình thức viết khác nhau như bài viết có hướng dẫn hay bài
tập viết sáng tạo.
- Tham khảo kĩ năng dạy viết qua sách, báo, những thông tin liên quan
trên mạng Internet.
- Tiếp thu các ý kiến của đồng nghiệp để rút kinh nghiệm, chắt lọc các
phương pháp hay để áp dụng cho phù hợp.

+ 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.
3. 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
My neighbour, who is slightly eccentric, has dozens of filthy cats
He is a scruffy child whose clothes are torn and dirty.
He has a broken nose, which makes hims look like a boxer.
- Result: so/such (a) (that)
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.
He is very tall, in addition to being very thin.
My grandmother has deep wrinkles, as well as thin grey hair.
He is not only artistic, but also a successful businessman.

- past participles: an open-hearted young man
- cardinal numbers + nouns: a three-year-old boy
- well, badly, ill, poorly + past participle: a well-intensioned friend
Topic: A Close Friend
Jacques has been my close friend for two years. I first met him on a
school exchange trip to Calais, France. I asked him the way to the library and we
started talking. We've been friends ever since.
Jacques is quite 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.
II. Descibing places/ Buildings
1. 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

shock,etc. Eg: the disappointing view of the unsightly housing.
+ using a variety of nouns in expressions such as: to my
disappointment/surprise/etc.
* Useful language: Explaining Impression
The most noticeable/outstanding feature of the place is its golden garden
A huge statue of a lion is the first thing one notices upon entering the temple
Without doubt, the most impressive thing about San Francisco is the Golden
Gate Bridge.
The thing which makes the strongest/most enduring impression is the hospitality
of the locals.
The first thing one notices about the house is its overgrown garden.
The reason that the area is so depressing is that there are so may derelict
buildings
* 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.

III. Describing festivals/ events/ ceremonies:
1. Introduction: Set the scene ( name,time/date, place of event, reason(s) for
celebrating)
2. Main body: Preparations( decorations, rehearse,etc.)
Description of actual event (costumes, food, atmosphere, activities,etc.)
3. Conclusion: feelings, comments, thoughts
* Notice:
When you describe annual events( a celebration/festival which takes place every
year), present tenses are used and the style is formal. However, when giving a
personal account of an event which you witnessed or took part in, past tenses are used and the style may be less formal. The passive is frequently used to describe
preparations/ activities which take place.
Eg: Pumpkins are carved and placed in windows and costumes are designed
Topic: Indian Festival
The Milwaukee Native American Indian Festival is truly and amazing
event. For three days in September every year, thousands gather in Milwaukee,
USA, to celebrate Indian culture. Last year, I was lucky enough to attend the
festival and experience it for myself.
The preparations take months. Dance teams from all over the country
practise to compete in the tribal Pow Wow dance contest. Indian craftsmen work
to produce the many traditional items on display. Then, in the week before the
festival, the stalls are put up and the food is prepared, so that everything will be
ready for the big day.
The celebrations began at 4pm and there was plenty to see and do. I
visited a traditional Indian village, watched skilled craftsmen carve totem poles,
and even learned how to do tribal Indian dancing. It was also a great opportunity
to sample some traditional native dishes, like corn bread and buffalo burgers.
The festival was fun, entertaining and educational. It was a wonderful

+ 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
+ asking a rhetorical question.
* 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.
Eg: When I was child, my father often told me/ sometimes used to tell/ would
always tell me stories to get me to fall asleep.
( Adverbs of frequency: always, usually, frequently/often,
sometimes/occasionally, seldom/rarely, never)
- Past continuous:
Eg: I was watching TV while he was trying to phone/when there was a knock on
the door/ at 3 o'clock yesterday.
Time words/phrases: (at the same time) as , meanwhile, when, while
- Past perfect:
Eg: By the time I arrived, my friends had already left.
Time words/phrases: after, as soon as, before, by the time, no sooner, not until,
once,(only) when.
- Inversion: + Some words, especially adverbs of frequency and time words/phrasals, are
followed by inversion when they are used at the beginning of a sentence.
Eg: Never Tom had imagined that he would find himself in such a situation.

Sunday that I went with my friends for a picnic at Vung Tau beach. Some of us
were expert swimmers but unfortunately I did not know much about swimming.
My friends plunged into the sea in order to swim and persuaded me to do the same. Soon I was caught by the swift current in the water and was carried away.
My scream of panic was heard by my friends who rescued me from drowning. I
was really very grateful to them for saving my life.
It is this period of childhood which has been described by poets and
writers. To recollect the past is to plunge ourselves in a state of nostalgia.
Wordsworth, the immortal poet of England, and a great worshipper of nature,
describes in his poems his childhood period, which, to him, was full of pleasant
memories. I too miss those good old days which had flown by so quickly.
V. Discursive Essays:
There are three main types of discursive essays
1. For and against essays:
Present both sides of an issue, discussing points in favour of a particular topic as
well as those against or the advantages and disadvantages of a particular
question. Each point should be supported by justifications, examples, and/or
reasons. The writer's own opinion should be presented only in the final
paragraph.
* Useful expressions and linking words/phrases:
- To list points:
Firstly, First of all, In the first place, To begin/start with
Secondly, Thirdly, , Finally
- To list advantages:
One/Another/A further/ An additional(major) advantage of is
The main/greatest/first advantage of is
- To list disadvantages:
One/Another/A further/ An additional(major) disadvantage/drawback of

- 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,
however, still, yet, but,
nonetheless,
nevertheless, even so,
it may be said/argued/claimed that,
Others/
many peole
Oppose this viewpoint
( 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, indeed
- To express reality:

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,
All in all,
To sum up,

It is
Clear/apparent
plain/obvious
evident

from

above
foregoing
Evidence
Points
arguments

- Conclusion expressing opinion directly:
In conclusion,
On balance,
All things considered,
Taking everything into
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.
2. Opinion essays:
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.
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.

fact that) The season that /why /for is that
+ To express effect: thus/therefore/so/consequetly/ as a result/consequence, the
result of would be , would result in
+ To express purpose: so that , so as/in order (not) to , with the purpose
of/intention of (+ing)

+ To express possibility/probability:
It can/could/may/might , It is possible/probable/(unlike)ly/forseeable/certain
that , is (unlikely) to/bound to/certain to/possible/probable The
likelihood/possibility/probability of (-ing/noun) is
- Useful Expressions: Problems & Solution:
Steps
Measures
Should
Must/ could

be taken
So as to
In order to

Solve/overcome/combat
Deal with/eradicate
Serious attempts to halt/prevent/solve must be made.
One (possible)
Another
An alternative

way to
solve/overcome
combat/deal with

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 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.
4. The essay plans for the three types of discursive essays:

For and against Opinion Solutions to Problems
Introduction
State topic(without

Eg: It is argued that ; It is a common belief that
+ Formal linking words/phrases: furthermore, however, nonetheless
+ Complex sentences with a variety of links, dependent clauses, etc.
- You should not use:
+ short form (eg: I'm, it's) except when these are part of a quotation.
+ colloquial expressions, phrasal verbs, idioms: ,lots of, put up with,etc.
+ simplistic vocabulary (eg: Experts say they think this is bad, )
+ a series of short sentences (eg: Many people think so. They are wrong)
+ simple linking words (eg: and, but, so) except for variety.
* Useful Tips for Discursive Essays:
- When writing a discursive essay, you should:
+ use topic sentences to introduce the subject of each paragraph
+ write well-developed paragraphs, giving reasons/examples
+ use generalisations (eg: In most developed countries, education )
+ use sequencing (eg: Firstly, Secondly, etc)and linking words/phrases
+ make references to other source (eg: Expert have proved that )
- You should not:
+ use very emotional language (eg: I absolutely detest people who )
+ express personal opinions too strongly (eg: I know )
+ use personal examples (eg: In my school )
* How to categorise:

Questions Types
- Discuss (this opinion). Do you agree or disagree with
this opinion?
FOR AND
AGAINST - Discuss both of the views. Which do you agree with?

các dạng bài tập viết một cách linh hoạt hiệu quả, gợi mở, hướng dẫn chi tiết,
đưa ra nhiều tình huống viết để học sinh nắm bắt và lựa chọn cho bài viết, phù
hợp với mọi đối tượng học sinh.
- Sửa chữa những lỗi sai kịp thời như từ vựng, cấu trúc câu, ngữ nghĩa
giúp học sinh hiểu và ghi nhớ.
- Biểu dương những bài viết hay nhằm khơi dậy khả năng sáng tạo, tư duy
trong khi viết. - Giáo viên cần tăng cường kiểm tra khi giao đề cho các em viết ở nhà.

PHẦN KẾT LUẬN VÀ KIẾN NGHỊ
I. KẾT LUẬN:
Trên đây là một số kinh nghiệm về cách viết một số dạng bài luận Tiếng
Anh cho học sinh giỏi THCS mà tôi đã tìm hiểu, nghiên cứu và ứng dụng vào
từng năm bồi dưỡng học sinh giỏi. Tôi nhận thấy học sinh từng khoá tiếp thu
bài dễ dàng hơn, kết qủa học tập của học sinh khả quan hơn, phát huy được tính
tích cực, chủ động, sáng tạo của học sinh, thực hiện đúng theo quan điểm đổi
mới phương pháp dạy và học môn Tiếng Anh THCS của Bộ Giáo dục và Đào
tạo. Tuy nhiên trên đây chỉ là một số kinh nhiệm nhỏ trong quá trình dạy kĩ năng
viết rất mong lãnh đạo các cấp và đồng nghiệp đóng góp chân thành để tôi hoàn
thiện tốt hơn trong việc dạy kĩ năng viết nhằm bồi dưỡng cho học sinh giỏi đạt
kết quả cao hơn.
II. KIẾN NGHỊ:
1- Về học sinh:
- Cần chuẩn bị bài chu đáo trước khi đến lớp, trong khi học phải thật chú
ý lắng nghe bài giảng, tích cực phát biểu đưa ra những ý tưởng, tình huống hay
để áp dụng vào bài viết.
- Tránh rụt rè, nhút nhát phải tự tin vào chính mình.
- Khai thác triệt để thông tin từ Internet, từ đó có các thông tin hay để viết


TÀI LIỆU THAM KHẢO
1. Writing Academic English - Alice Oshima and Ann Hogue
2. Real Writing - Roger Gower
3. 220 English Essays - Renee Gehman, Almos Masksay and Laura
Kristoffersen
4. Successful Writing (Proficiency) - Virginia Evans
5. Answer to All TOEFL Essay Questions
6. Some websites
http://portfolio.educ.kent.edu//
http://dethi.violet.vn//
http://infocus.edu.vn//
http://goseasia.about.com//
http://protas.pypt.lt//
http://language123.blogspot.com//