CATEGORY

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1. Introduction:
1.1. The reason for choosing the topic
Language is a special signaling system, which forms and develops with
human society. Language exists in everyday human life as a means of
communication. Through the expression of language, one can understand one
another, understand each other's moods and attitudes so as to build social
relationships, to interact with each other, to make human society become into a
strict abstinence.
For students to form a language for them is a very necessary work,
requiring us to always focus on developing the dynamics, creativity, active
students to create Identify and solve problems for children. In order to achieve
this goal, the change of teaching methods in schools in the direction of attaching
importance to learners is the subject of the activity, encouraging active learning
activities, active and creative learners in thelearning process.
In teaching foreign languages, the point is more true because no one can
replace learners in the acquisition of foreign language and use foreign language
in communication activities by their own communication capacity.
The innovation of foreign language teaching methods should agree on the
following points:
- To organize the teaching process in the direction of activating the learners'
activities.
Promote and promote the active, active and creative role of students.
- Organize students to acquire knowledge by their own activities.
- Teach children self-learning and self-will.
Thus, the ultimate goal of teaching - learning a foreign language is not
simply to identify phonetic, vocabulary or grammatical systems that students

learned form, use wrong word, confused from, wrong word type ...
Therefore, I am always thinking about and researching solutions to improve
the quality and effectiveness of the school. One of the solutions to improve the
quality of education that I am interested in and implement is: " INITIATIVE
EXPERIENCE: PRACTICE WRITING SKILLS IN TEACHING ENGLISH TO
8TH GRADE STUDENTS IN NGA MY SECONDARY SCHOOL”
1.2 Purpose of the study
- To find out the different ways to exploit the initiative and creativity of
students in the process of training skills in teaching English
- Train and develop writing skills for students:
Know -> Thoughts -> Contemplation -> Writings.
Students learn to categorize different types of writing so that they have a
more accurate view of literary language.
1.3. Research subjects
As part of this initiative, I researched WRITE sections from Unit 1 to Unit
16 in English textbooks 8 and conducted with students in grade 8, Nga My
secondary school.
1.4. Research Methods
- Based on the characteristics of English Secondary School
- Requirement to renovate secondary school teaching methods
- Requirements of different types of exercises: written exercises with
tutorials or creative writing
- Study the curriculum carefully.
- Refer to the teaching hours of colleagues.
- Have students write in some other classes in the school.
1.5 The new points of experience initiative.
Through the experimental period, my colleagues found that the application
of these methods into the writing lesson has made the lesson less boring,
students are more active in learning, so the passionate passion With the subjects
improved, students who are weak and average are more confident and interested

Particular attention has been paid by the Party and the State to the provision
of modern facilities, means and teaching equipment such as computers,
televisions, smart boards, etc. The Party Committee of the Nga My Commune,
the School administrators, the Parents' Association, combined with the
implementation of the new teaching methods of the teachers themselves, have
brought into play the independence, creativity and skill of applying knowledge
practical, emotional impact, bring joy, excitement learning for students.
In recent years English is the third compulsory subject in high school, so
school administrators, parents and students are investing to improve the quality
of teaching and learning.
2.2.2. Difficulties.
- In fact, the teaching and learning teachers face many difficulties, because
the object of teaching is a student living in a disadvantaged commune, lacking in
material.
- Many students take lessons slowly, quickly forget. Therefore, learning
Vietnamese is difficult, practice writing English is even harder.
- In many families, their children's lack of attention and urgency of parents,
a small proportion of students have no self-learning sense, so the results are not
high.

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Some lessons have long and difficult content for students, so teachers have
to work a lot.
- There is not enough vocabulary or sentence structure to express the
meaning.
- Understanding of social knowledge is limited
- Ability to use spoken English when writing.
- There is not enough information, information and insights on the topic

14.6
Total

2

4.9

5

12.2

28

68.3

6

14.6

41
2.3. Solutions to solve problems
I have specifically investigated the ability of the 8th grade students to write
in English through writing in class as well as at home, suggesting that the
instructional stage, the writing point, is the most important. If you are clearly
instructed to do so, your writing activities will go smoothly.In the writing
process of the students, they also make mistakes in terms of type, structure,
punctuation, punctuation, redundancy, style ... In this section I will present
Specifically, his teaching experience is in three parts: Pre - writing, While writing and Post – writing.
2.3.1. Solution. Teach Pre - writing
In general, the posts usually start with an outline, a sample article, or words

- Ask students to list the activities they usually do while traveling
somewhere. (Activities on holidays)
+ sightseeing
+ take photograph
+ eat special food
+ buy and send postcards.
………
- Teachers set up a reasonable outline question system. Ask the students to
discuss the questions in groups and then answer the teacher's instructions. Such as:
T: Which place are you visiting?
S:I'm visiting Da Lat
T:Where?
S:In Lam Dong province, Vietnam
T: How do you feel about the people?
S: They are friendly, hospitable......
T: What’s the weather like?
S: It’s cold
T: Who did you meet there?
S: I met my Uncle Tan
T: Which places have you visited?
S: I've visited Truc Lam pagoda, Xuan Huong lake,
- Write the form with the answer system above, use the form written in the
previous lesson and the required words (Teacher may suggest)
- Request for each student
+ For weak students, average: Use other words instead of underlined
Ones to write your postcard.

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appropriate.
- Classify students to write.
2.3.1. 3. Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test the student's knowledge and hence the
reason and content of the article.
- A guide to writing one or two sample sentences.
Ask the students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (Teacher's Book, page 94) - Teacher hanging pictures, explaining
exercise requirements, instructing dry tea to repel mosquitoes.
Ask the students to see the paintings, use the suggested words, and write
instructions on how to remove the dried tea residue to repel mosquitoes
- Instruct students to write sentences.

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a. used/tea leaves/tea
T: Do you use the simple past or present simple in the passage?
S: The simple present.
T: writes a. First, take the used tea leaves from the pot.
- Then ask students to write the rest.
b. Next, scatter the tea leaves on a tray.
c. Then, dry the leaves in the sun.
d. Finally, put the dry leaves in a pot for future use.
2.3.2. Solution . Teach the While - writing section.
- While students write articles, teachers need to observe and help them
work. Students can discuss with their partner or group. Teachers can also answer
vocabulary, grammatical structures if needed. If it is individual writing, ask each
child to have a small handout; If you are writing in a group, have the team send

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- Remind students to use the correct sentence, structure and extra words
when necessary.
- Can suggest to you this is the narrative form should use the past tense.
Example:
D. She had a math exam on Friday and she got up late. (More: the verb
"had," the definite "a", a verb phrase.
Answer:
d. She had a math exam on Friday and she got up late.
b. She realized her alarm clock did not go off.
e. As she was leaving home, it started to rain heavily.
h. Uyen tried to run fast as she could.
a. Suddenly, she stumbled against a rock and fell ( on to the rock).
f. Her schoolbag went into a pool (of water ) and everything got wet.
c. Strangely, the rain stopped as she got to her classroom.
g. Luckily, Uyen had enough time to finish her exam.
2.3.2.2.Solution effectively performs a post completion postcard
- Write the form with the answer system above, use the form written in the
previous lesson and the required words (Teacher may suggest)
- Request for each student
+ For weak students, average: Use other words instead of the underlined
ones to write your postcard.
+ For a good student: Write a similar postcard to your friend. Add more
information if necessary.
Tutorial through sample article.
- Students read the requirements of the article.
- The teacher explained the request.
- Students read sample articles.

- Teachers should accept different interpretations of students if appropriate.
- Classify students to write.
Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test students' knowledge and thereby give
reasons and background content of the article.
- A guide to writing one or two sample sentences.
- Ask students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (SGK, page 94) - Teacher hanging pictures, explaining exercise
requirements, instructing to make dried tea to chase mosquitoes.
Ask students to see the paintings, use suggested words, and write
instructions on how to make dried tea leaves to repel mosquitoes
Example: UNIT 12 "A vacation abroad" WRITE Section. (2 / page 118)
- Explain the requirements of the exercise.
- Let the students read through the hints to write a postcard.
- Ask the children to write a postcard.
- Call one or two students to write their postcards on the board.
- Correction, if needed.
* Imagineyou are a touriston vacationina certainplace/city in Vietnam.
Write a postcard to a friend about your trip. You need to cover the information
about: (Write and send your friend a postcard about your trip.
In the postcard you must have the following information )
- place: name of place you visit.
- how you feel about the people : friendly, hospitable, helpful, etc.
- what the weather is like : warm, cold, windy, sunny, etc...
- who you meet: old friends, teachers, neighbors, relatives, etc...
- what you see: museums, libraries, parks, zoos, etc...
- what you buy: souvenirs, books, photos, postcards, etc...
* The process for writing postcards with suggestions on:
- The teacher explained the requirements of the exercise.

2.3.3.1. Use the wrong word.
Example: UNIT 11 "Traveling around Vietnam" Section WRITE. (2 / page 106)
-from: house and home wrong: As she was leaving house, it started to rain heavily.
Right: As she was leaving home, it started to rain heavily.

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`

2.3.3.2. Confused word.
Between - among, shall - will, each other - one, should - would, ...
Example: UNIT 9 "A first - aid course" Section WRITE.
Wrong: I will phone you on Friday afternoon.
Right: I will phone you on Friday afternoon
2.3. 3.3. Wrong about type words:
Plurals, ordinary verbs with the third person singular (she, he, it), add –
ingor -ed verbs, etc.
For example: Everybody loves their parents and they want their parents to be
happy. After meal, they plaied the games ... She kept running around in circles.
2.3.3.4. Incomplete (the, a / an), possessive, punctuation.
Example: UNIT 6 "The young pioneers club" Section WRITE. (2 / page 59)
Wrong: We are having a environment month.
Right: We are having an environment month.

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2.3.3.5. Style error
When students are good at writing extensively, they often make mistakes

teachers need to regularly check student work in class as well as at home. After
each lesson of writing, the teacher assigns homework (giving vocabulary,
structure) and instructs the children to write the same lesson for the next lesson
to continue the test.
If teachers regularly check the old posts will create habits of learning for
students.
In short, writing is one of the skills in English communication, because it is
the convergence and completion of vocabulary, grammatical structure of
English. Writing skills are also one of the main purposes of learning a foreign
language.
Language communication is the action of a written user to communicate to
the listener his or her own thoughts and attitudes about something that makes
people hear the same. Besides, writing skills are a great advance of the listeningspeaking-reading skills gained by the learners. The style of the skills varies.
When we say we can say short, in a nutshell, we can say the wrong things but
use actions and gestures to express ideas and intentions that listeners can still
understand. Use the rules of grammar to communicate smoothly in any situation
that language requires accuracy to avoid misunderstandings. For example, we
can not write a sentence like:
1 / She did not go to school yesterday because Lan was sick.
Because this sentence has two different subjects that make the listener
misunderstand. Instead, it must be written:
2 / Lan did not go to school yesterday morning because she was sick. Or
one has to use a different spelling that only implies a single meaning- the
meaning that one intends to say.
2.4. The effectiveness of the experience initiative for educational
activities, with self, colleagues and the school
After nearly a year of doing renovations, I personally gave a reassessment
of my method through a 15 minute test for 8 th grade students with the
following topics:


4.9
Total

7

17.1

7

17.1

25

60.1

2

4.9

41
In the school year 2017-2018, the quality of English-language subjects in
the 8th class has been improved, the number of excellent students has increased,
the number of students is weak compared with the results of the survey at the
beginning of the year, as follows:
Initial survey results
Results after the experiment
SS are proficient in skills: 4.9%

SS are proficient in skills: 17.5%




learn new teaching methods or engage and raise awareness, to improve the
quality of education.
3.2. Recommendations.
a. For Education & Training Department:
I myself and my colleagues in the district generally want to recommend to
the Education & Training Department to open seminars, discussions on
innovating teaching methods and updating teaching methods, the latest exchange
of experience in teaching.
b. For the school.
It is necessary to enhance the addition of teaching and learning equipment
such as computers and projectors to serve the teaching work in line with the
specificities of the subjects, suitable with the local and local conditions.
The experiences I have presented above are inevitably inevitable. We look
forward to receiving comments from colleagues and people who are interested
in this content.
I sincerely thank.
CERTIFY OF THE PRINCIPAL
Nga My April 15, 2018
LEADER
I hereby declare that this is my
aninitiative of my own do not copy the
content of others.
Author

Vu Thi Hao
LIST OF REFERENCES
1. Method of teaching English in high school.
2. Vu Thi Loi (editor) and collaborators: Nguyen Hai Chau, Nguyen Hong

Use the tips in the
readingskills leson
Practical teaching skills
for 8th grade students of
Nga Thuy Secondary
School
Practice writing skills in
teaching English for 8th
grade students of Nga
Thuy Secondary School

2.
3.

4.

Rating rating
(Education at
district,
provincial ...)

Rating
results
(A, B or C)

Year of
assessment
rating

provincial

to a friend
II.The objectives:
Student can write a letter to a friend about a place they have visited
III.The teaching aids:
- Text books, lesson plan, chalks, pictures ...
IV. The teachingprocedure:
A.Class organizing: - Greetings
- Checking attendances
B. New lesson:

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Teacher’s and Students’ activities
1,Warm – up:
- Ss repeat
- Give feedback
2.Pre- writing :
- Preteach vocabulary

-Ss read the letter and then complete
the letter by matching.
3.while-writing :
- Students read the outline and prepare
to write a letter
- Divide the class into 2 teams, team A
and team B and ask students to write
letters ( encourage student describe the
places they know in their hometown
- Sts write the letters

* Matching: (Write 1. P.135)
1. C 2. B 3. D 4. A
Outline
- Place:( Ha Long Bay, Cuc
Phuong National Park, etc.)
- Distance: ( about 100km, 12
hours by train…)
- Sights:
(beautiful,
breathtaking…)
- Weather: (temperate, sunny,
cool…)
- How do you feel (happy,
relaxed…)
Group B :
(date, month)
Dear Liz,
How are you ? I hope you and your
family still has a good health and you
will have a good result for your exam.
My class has just returned from a trip
to Tu Thuc Cave in Nga Thien village,
Nga Son Town. It is a a national
landscape monument.
We spent a day there and I didn’t
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of the Sun Tran), the Western period
(as in the West village West located in

especially Che Lam candy with green
tea.
If you’ve ever in Thanh hoa province,
you must go to Vinh loc and some
famous scenic spots of Thanh hoa.
That’s all I have time to tell you about.
What do you plan to do during the
summer vaccation ? Write to me.
Your friend,
(Signature)

want to leave.
In front of the entrance to the Tu Thuc
cave, there are two poems in Han
scripture praising the beauty of the
goddess, a stone carved on the stone
of the Trinh Sam King with the Nam
Nguyen pseudonym, one on the high
cliff of Le Quy Don. Outside the door
there is a small temple called Son
Than temple.
Entering the inside of the cave of Tu
Thuc, the visitor will see a spacious
outdoor arc-shaped look like a giant
bowl, on the ceiling with stalactites in
the shape of a beautiful peach, under
the floor surviving vestiges Tu Thuc
worship and the sparkling stalactites
are like the treasure of gold, treasure
of the human.

scene inside the cave has created a
unique attraction for this place, and
enrich the destination for Thanh Hoa
tourism. In 1992, Tu Thuc Cave was
recognized as a national landscape
monument.
That’s all I have time to tell you
about. What do you plan to do during
the summer vaccation ? Write to me.
Your friend,
(Signature)

4.Post – writing :
- Work in groups and correct

- Ask the students to play a tour guide
and explain to tourists about the
destination of their homeland
5.Home work:
- Give tasks

- Let students do the exercises in the
workbook
- Prepare well for the next period
- Take the role

- Write down

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king, the country was renamed Dai Ngu. 1406, Ming troops to invade our
country. Ho Quy Ly but organized against the war, but because the fundamental
Lake throne unjustly, the implementation of many policies offer benefits for his
clan first, to offend people, not unite people, so eventually fail. Ho Quy Ly was
arrested the Ming invaders repatriated in 1407, along with the Ho Nguyen
Trung, Ho HanThuong. Clearly does not take years.
a. Introduce the location into the Lake House.

The Lake House (a building by Ho Quy Ly 1397), also known as the Tay or
Tay Kinh (Vietnamese capital of West University), the An-ton (An active area of
the Sun Tran), the Western period (as in the West village West located in period),
Thach Thanh (castle built of stone), citadel (round the side of La Thanh
important) 2 located in Vinh Long and Vinh Tien and Vinh Loc district , Thanh
Hoa province. The citadel is a magnificent testimony and unique history and
civilization University Vietnam (late 14th century- early 15th century)
b. Demonstration of the size of the Lake House
Inside the cabinet there is a foreign ground-dimensional rectangular North South 870.5 m long, way east - west 883.5 meters long. Outer surface of the
inner vertical pair of stone blocks average size 2 mx 1 mx 0.70 m, present in the
land fill. Four main gates according to the South - North - West - East known as
the gate money - post - Description - Property (aka Cash Store of the Year, also
known as the Door of most North, East Gate West Gate and door prizes) . The
port-style arches were built, grapefruit megalith, which is the main entrance to

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and Ma (Figure tr ) . Event , cumulative structure of the vertical surface of the
sloping nature shows clearly the military defense of La Thanh . On the other

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hand , La Thanh also thoroughly connect the natural mountain as Elephant
Mountain , Mountain , DC , several sections of the river running under that
Bending Ma Grapefruit and function is to bring more flooding to the entire room
citadel . This is the cover of the traditional Vietnamese had been present at the
monument as Loa ( Hanoi) 3rd century BC , the Hoa Lu ( Ninh Binh ) 10th
century , Thang Long ( Hanoi) century, 11-18 .
Travelling to Tu Thuc cave in Nga Thien village, Nga Son Town.
In front of the entrance to the Consciousness, there are two poems in Han
scripture praising the beauty of the goddess, a stone carved on the stone of the
Trinh Sam goddess with the Nam Nguyen pseudonym, one on the high cliff of
Le Quy Don. Outside the door there is a small temple called Son Shrine.
Entering the inside of the cave of Tu Thuc, the visitor is a spacious outdoor arcshaped look like a giant bowl, on the ceiling with stalactites in the shape of a
beautiful peach, under the floor surviving vestiges. Tu Thuc worship and the
sparkling stalactites are like the treasure of gold, treasure of the human.
Follow the narrow corridor, visitors will enter the lobbies in. Around are
the stalactites silhouette sparkling, evoking images associated with the love of
Giang Huong and Tu Thuc such as: Giang Huong’s bathroom and the study
room, the chess board, fruit tray, orchestra ...
Go deeper in the cave, you will encounter a small lake in the scattered,
scattered here are the white stones, adjacent to the shape of ponds, the stone
statue he adoration, frogs ... as hand-crafted clever set.
There are two turns for Tu Thuc. One falls with equal stone steps, Legend
is the way up the heavenly realms. The rest of the way deep down the mountain
in the direction of the spiral with the rocky bumpy, dark, wet is down the road,