Initiative experience: practice writing skills in teaching English to 8th grade students in nga my secondary school

CATEGORY
 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 must know to use in order to achieve their communication goals. Specifically: verbally, in action, in writing ....
The role of writing skills in the current junior high school program is mainly to coordinate with other oral skills to enrich classroom practice as well as homework, to reinforce the . It also helps students to become familiar with the style and structure of writing and learn how to use writing activities for a simple purpose such as writing letters, writing addresses, messaging, fill in forms, forms ....
In the process of teaching and learning English, through the experience of 18 years of class I found:
Writing skills are one of the hardest skills in any skill. It requires students to have vocabulary, understand grammatical structures, ideas to outline when writing. Writing skills help students to reproduce what they have learned, to help them practice using the language efficiently and also to write the letters for the children. The writing ability promotes the creativity of the student, which reflects the results of listening, speaking, reading, grammar, vocabulary of students, showing strengths, weaknesses, and also helps teachers easily to perceive students' mistakes than when they speak.
Writing is a very important part of teaching and learning English, but at this time, students are not good at this skill.
Derived from the requirements of the school level and actual teaching at school. I find that students are limited in using these four skills in the English language, especially in writing.
In the four skills of listening, speaking, reading, writing and writing, it is necessary to express correctness, coherence, high precision in terms of words, structure, etc. But after each article students can not synthesize the content 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 in solving their tasks in guided writing, better students are goodat gaining their knowledge in extra activities while being fluent with guided writing activities.
2. Content of experience initiative
2.1. The rationale of the experience initiative
Since the beginning of learning English, students have been exposed to four basic language skills: listening, speaking, reading, and writing. These are important skills of the teacher in imparting knowledge to students. Writing is a difficult skill for the learner. It requires the instructor to understand the teaching method effectively and to implement the principle of "learning with practice".
From the point of view of "learner-centered," teaching and learning methods have changed fundamentally. Teachers are not the only ones who hold the knowledge and impart knowledge but only the person who are instructors, facilitators, mentors, testers, etc. Students are no longer passive learners but are the center of the learning process, active in the learning process to achieve High results in learning and applying to real life.
innovation teaching method is very important. In addition to mastering language knowledge, good listening, speaking and reading skills, writing skills also play anequally important role. Teaching writing is one of the basic contents and really is a subtle combination of teaching other language skills.
make a good English writing, that is, to ensure the accuracy of the article requirements, grammar, creativity in the article is very important.
2.2. The problem state before the application of experience
2.2.1. Advantage:
English textbooks have been put to use have many advantages have met the requirements of teaching and learning good now, promote the positive, creative, active learning of students, initially help the I am familiar with self-learning method.
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.
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 writing, so can not write true.
- Students often get discouraged with writing lessons.
I personally conducted a 15 minute test. (Content is Exercise 3 Page 15 English Textbook 8).
Title: Write a paragraph to describe your partner ......
After conducting the survey I have obtained results as follows:
Class
SS are proficient in skills
SS have skills
Average
SS with weak skills
quantity
%
quantity
%
quantity
%
quantity
%
8
2
4.9
5
12.2
28
68.3
6
14.6
Total
41
2
4.9
5
12.2
28
68.3
6
14.6
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 or phrases. Teachers introduce vocabulary or situations through pictures or through reading comprehension activities, students capture the presentation of a presentation.
Posts for certain purposes or requirements. Then students will perform the article
As requested, there are specific instructions and suggestions for the weak student, medium or writing creative freedom extends to pretty good students.
2.3.1.1. Guide through the outline.
- Students read the requirements of the article.
- Bring the situation of the article.
- Set up a reasonable outline question system for students to discuss in groups, then answer or write their answers on the board.
 - Put together a sample of students on the board, using the answers and connections content.
 - Underline words, phrases or sentences that can be substituted for weak, average students.
- Write a similar post, can add or change a bit of information for good students.
Example: UNIT 12: "A vacation abroad" WRITE Section (text, page 118)
* Before teaching to write a postcard, the teacher directs the student to follow the instruction step by step:
- Students read assignments.
- Teacher explain the requirements of the exercise: Imagine you are a tourist on
Vacation in a certain place / city in Vietnam. Write a postcard to a friend about your trip
- 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.
+ For a good student: Write a similar postcard to your friend. Add more information if necessary.
2.3.1.2. Tutorial through sample article.
- Students read the requirements of the article.
- The teacher explained the request.
- Students read sample articles.
- Teachers ask questions to check their understanding.
- Ask the students to find words and sentences that can be substituted.
- Explain the requirements of the article
- Classify the student object to meet the writing requirements.
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements of Exercise 1
"This is the notice from Y & Y to its members. You read it and tell me what activities this organization is going to do. "
S: Read the notice. - Introduction to vocabulary and situations.
T: Now you read the notice again and complete Nga's letter to Linh about Y & Y plan to fill the missing information in the blank.
T: ask students to compare his letter with others. Then read the letter loudly in front of class
T: corrects.
Teachers ask questions that test the content of the sample
The teacher presents the situation and explains the requirements of the exercise. B) Through the conversation.
+ Hoa and Y & Y Green Group is having an environment month. They are going to clean the lakes' banks, plant trees and flowers in the parks. Imagine that you are Hoa and write a letter to your parents about the activities you are going to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- Teachers should accept the different interpretations of students if 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. 
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 the team leader to handout. Teachers should pay close attention to each group to monitor student support, making sure that all students in the group participate in the discussion. When they finish writing, they exchange their articles for the same comment.
2.3.2.1 Solution effectively performs an article that guides a narrative paragraph. 
Example: UNIT 11 "Traveling around Vietnam" section WRITE
- Let's see pictures and ask about paintings.
- Suggest and guide students to close the event sequences.
- Let students write the sentences according to the description in the pictures based on the given words
Call students to write complete sentences on the board.
- Call the repair and add the sentences written on the board.
 - Let students rewrite the whole paragraph into the assignment
- If possible, use the "Try to find the wrong place" game in which the teacher reads the passage aloud after installing the wrong number. Students heard and discovered the wrong place and corrected the wrong spot was discovered.
* Put the events below in the correct chronological order and write the story. Start the sentences below ( Textbook part 2 page 106, 107 )
 - Suddenly/ she/ stumble/ rock/ and fall. She realize/ her alarm clock/ not/ go off.
- Strangely/ rain/ stop/ as she/ get her classroom. She/ math exam/ Friday/ and/ she get up/ late.
- As she/ was leaving/it/ start/ rain/heavily. schoolbag / pool /and everything/ get/ wet.
- Luckily, Uyen /enough time / finish .Uyen/ try /run /fast / she could.
- Teachers ask students to look at the pictures, read the hints and arrange them in logical order.
- 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 ask questions to check their understanding.
- Ask the students to find words and sentences that can be substituted.
- Explain the requirements of the article
- Classify the student object to meet the writing requirements.
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements of Exercise 1
"This is the notice from Y & Y to its members. You read it and tell me what activities this organization is going to do. "
S: Read the notice.
- Introduction to vocabulary and situations
T: Now you read the notice again and complete Nga’s letter to Linh about Y
& Y plan by filling the missing information in the blank.
T : ask students to compare his letter with others. Then read the letter loudly in front of class. 
T : corrects .
- Teachers ask questions that test the content of the sample
- The teacher gives the situation and explains the requirements of the exercise. b) Through the conversation.
+Hoa and Y & Y Green Group is having an environment month. They are going to clean the lakes’ banks, plant trees and flowers in the parks.
+Base on the dialogue in the book between Hoa and her aunt.Imagine that you are Hoa and write a letter to your parents about the activities you are going to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- 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 stud