Integration of subjects to teach English 8 – Recycling (getting started + listen and read)

CAM THUY EDUCATION AND TRAINING DEPARTMENT
CAM QUY SECONDARY SCHOOL 
EXPERIENCED INITIATIVE
TOPIC:
INTEGRATION OF SUBJECTS TO TEACH ENGLISH 8 – RECYCLING 
(GETTING STARTED + LISTEN AND READ)
 Author: Tran Thi Hien 
 Position: Teacher 
 Working place: Cam Quy Secondary School 
 Experienced initiative belongs to: English Subject 
THANH HOA, YEAR 2018
HA TRUNG EDUCATION AND TRAINING DEPARTMENT
HA THANH SECONDARY SCHOOL 
EXPERIENCED INITIATIVE
Integrations of subjects to teach English 8- Recycling (Getting started+ Listen and read)
 Author: LE THI THUY
 Position: Teacher 
 Working place: Ha Thanh Secondary School 
 Experienced initiative belongs to: English Subject 
INDEX
INDEX
PAGE
1. INTRODUCTION
3
1.1. REASONS FOR CHOOSING THE TOPICS
3
1.2. RESEARCH PURPOSES
4
1.3. RESEARCH SUBJECTS
4
1,4. METHODS OF STUDY
4
2. THE CONTENTS OF EXPERIENCE INITIATIVE
4
2.1. BASIS FOR ARGUMENT
4
2.2. REALITY OF RESEARCH ISSUES
5
2.3. CONTENTS OF EXPERIENCE INITIATIVE
6
PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH
6
1.1. Definition of a paragraph in English
6
1.2. Steps for an English paragraph
7
PART 2: HOW TO WRITE A PARAGRAPH
7
2.1. Topic Sentence
7
2.2. Supporting Details
8
2.3. Closing Sentence
9
PART 3: REVIEWING THE PARAGRAPH 
10
3.1. Check your paragraph for spelling and grammar 
10
3.2. Check your paragraph for coherency and style
10
3.3. Decide if your paragraph is complete
10
PART 4: KINDS OF USUAL PARAGRAPH IN SECONDARY SCHOOL’S PROGRAMS 
10
4.1. Descriptive paragraph
11
4.2. Narrative paragraph
14
4.3. Comparison / Contrast paragraphs
16
4.4. Argumentative paragraphs
17
2.4. EFFECTIVENESS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITY, TO MYSELF, COLLEAGUES AND SCHOOLS
18
2.4.1. The results after applying innovative experience
18
2.4.2. Lessons for myself
19
3. CONCLUSION AND REQUEST
20
3.1. CONCLUSION
20
3.2. REQUEST
20
REFERENCES
22
                                        1. INTRODUCTION
1.1. REASONS FOR CHOOSING THE TOPICS
           The world we live in is a flat world with rapid growth, a recent survey shows that English is the official language of over 53 countries and territories, is the official language the EU (European Union) and the 3rd is the language used most widely known only after China and Spain. International events, global organizations are considered English as the common language of communication. Also, English is more than 400 million people worldwide used as a mother tongue, more than a billion people use English as a second language (according to Wikipedia), the countries with the highest income in the world are proficient in English, or they use English in common. Therefore, if we have a dream to be in contact with the most advanced civilization today, if we want to reach the huge knowledge base of humanity, if we want to study, to be discovered our world, the most important thing we need is English.
 Being an English teacher at a secondary school, I have many concerns in teaching English to achieve the high efficiency and teaching goals. Specifically, I want to find how the students can listen, speak, read and write English well so that they can apply it to their work and life later, contribute to build our Viet Nam stronger and more prosperous, democratic and civilized.
 In the four communication skills: listening, speaking, reading and writing, each skill has its traits and nuances require the teachers to have good skills to teach the best knowledge for their students.. Writing is one of the most important skills in learning language. Writing skill demonstrates the results of comprehension, perception. In other words, it is the ability to express their opinions, their views on a problem in their life, in poetry or in the society. To the reader to receive information correctly, the writer must have good writing skills; they must master the vocabulary, grammar and express clearly, simply, easily to understand.
              Writing is a fundamental step in the process of teaching and learning English. For the excellent student exams, especially, there is at least a question asking students to write a paragraph about a specific topic. Sometimes our students feel confused because they do not know how to write, how to present a paragraph. I found myself writing skills are vitally important, so I boldly choose the theme " Intergration of subjects to teach English 8: Recycling (Getting started+Listen and read)" to help the students understand how to write some kinds of paragraph. Moreover, it also helps to improve the efficiency of teaching, especially the quality of excellent English students at Cam Quy secondary school.
1.2. RESEARCH PURPOSES
Writing in English is an interesting skill that anyone who learns English wants to conquer. However, the skills of students in our rural areas are limited because they do not have convenient communication environment to use English as students in urban areas. Sometimes, teachers give close topics of life, the children always express their excitement, but most of them feel perplexed when practicing the writing because of their limited skills , the ability to use language and structures, vocabulary is not enough to express their thoughts on the topic. Therefore, the quality of the articles is not as good as the teachers want. Realizing the difficulties of my students, I would like to introduce the basic steps to help students improve their English writing abilities.
1.3. RESEARCH SUBJECTS
 	  Research projects are carried out within the English program level of the secondary school, specialized in the field of writing common paragraphs.
I myself do not stop studying, learn, apply innovative methods to help students have the abilities to approach and implement effective writing exercises. To estimate the abilities of students, I have conducted researches and surveys on the audience mainly students with moderate learning capacity or higher in courses taught directly by me from the school year of 2016 - 2017 to present at Cam Quy secondary school.
1.4. METHODS OF STUDY
1.4.1. The method of Research Methodology:
Research the documents related to the field of writing skill, on this basis, analyze, synthesize the useful and suitable knowledge to my students. 
1.4.2. The method of observation: Refer my colleagues’s ideals and teaching methods, observe, estimate students’ language receiving in English lessons, especially with the article questions to assess students’ progress or not .
1.4.3. The method of chatting:
Discuss directly with students about the advantages they gain, while removing obstacles they are facing. Thereby, it also helps them confidently discuss their problems encountered.
1.4.4. The method of researching active products:
	Estimate, review and comment students’ writing regularly, give the strengths and weaknesses of the children so that they overcome and progress. 
 2. THE CONTENTS OF EXPERIENCE INITIATIVE
2.1. BASIS FOR ARGUMENT
 Today, when English has affirmed its role and position at school, improving the quality of teaching is an issue of primary concern. Learning English is merely a language school. Want to become proficient in that language, the students need to practice the four basic skills: listening, speaking, reading and writing. And writing skill is an important skill that students first need to master if they truly want to be successful in communication.
 Writing is a skill that everyone no matter what career does any daily uses as well. Being a student, they have to be facing many articles to form complete their learning process. However, in the learning process so that they can write a coherent fluent and suggestive article in English is the issues that many teachers concern longer. So how we help students to develop writting skill? Through the process of teaching in secondary schools, with my little experience, I would give the topic " Intergration of subjets to teach English 8: Recycling (Getting start+Listen and read)" with a desire to help my colleagues and loved students have the best results in teaching and learning writing skills.
2.2. REALITY OF RESEARCH ISSUES
2.2.1. Situation:
 There are many reference books as well as professional training curricula positive auxiliary teaching innovation method of foreign language teachers. Besides, every year there are also professional training classes for teachers, organized the professional stage cluster activities, organized sports instructors, the thematic reports going into the issue of specialized goal ... to help foreign languages teachers ​​to access and use the most effective methods. However, teachers at the school can not use stereotypes to actual conditions of teaching, which requires teachers to know selected to perform in line with the level of the students, the student ages, school facilities.
 Cam Quy is a mountainous Secondary School, is located in difficult economic conditions and exchange learning of students is limited pretty much to affect the quality of education, especially English is a difficult subject, which requires students to work hard, diligently, invest a lot of time. Furthermore, writing is a general skill, requires the high precision. Therefore, to achieve positive results, both teachers and students should have tried the combination of effective teaching and learning.
2.2.2. The results of the study situation
2.2.2.1. To the teacher
 In the group meetings, and my colleagues and I often discuss problems of exchanging teaching experience, exchange difficuties in the lessons in each skill. Therefore, I found some difficulties that teachers often face when teaching writing skills such as:
- There is no uniformity in capacity, level among students in a class, between classes with other classes.
- Teachers often feel guilty for not being able to control and correct all students’ errors or not help all students in the writing process.
2.2.2.2. To the students
 When talking to students about writing skill, most children have common problems: 
- Do not have enough vocabulary or sentence structures to express.
- Tends to use speaking English instead of writing English.
- Understanding of social knowledge is limited.
- Tends to translate from Vietnamese into English when they write.
- Use of the purpose and requirements of different writing uncorrectly.
- Express opinions, information in the same sentence or the same long paragraph.
- There is insufficient documentation, information and insights on topics certain to write, so they can not write the truth.
- Students are often bored with writing lessons.
 From the status of this issue, the beginning of school year 2016 -2017 I have examined students' writing skills class 6 and 7 with the theme "Write a paragraph to describe your house (about 80-100 words) "within 20 minutes, and the results obtained are not good.
* The results of written tests before applying:
Class
Total
Marks for writing skill
6
32
0 - 2
3 - 4
5 - 6
7 - 8
9 - 10
SL
%
SL
%
SL
%
SL
%
SL
%
6
18,7
15
47
9
28
2
6,3
0
0
7
32
8
25
13
41
8
25
3
9
0
0
2.3. CONTENTS OF EXPERIENCE INITIATIVE
PART 1: LEARNING ABOUT AN ENGLISH PARAGRAPH 
1.1. Definition of a paragraph in English: 
 For example: “I live in a house in the city with my family. My house is small but it is very beautiful. It has four bed rooms, one for my grandparents, one for my parents, one for my sister and one for me. The living room is a TV set,a stereo, a table, some armchairs and a picture.The kitchen is very convenient. My house also has a small garden with some flowers that my father planted. My house isn't large but it is very beautiful, and I enjoy it very much.”
What is a paragraph?
 A paragraph is a group of sentences that fleshes out a single idea. In order for a paragraph to be effective, it must begin with a topic sentence, have sentences that support the main idea of that paragraph, and maintain a consistent flow.
 An effective paragraph needs the following features:
+ Presents a single idea.
+ Begins with a topic sentence that makes this single idea evident. 
+ Contains support in form of sentences that convey this single idea 
+ Be strategically organized to maintain flow 
+ Maintains your essay’s objective 
+ Informs and entertains your reader about your paper’s overall 
1.2. Steps for an English paragraph: 
1.2.1. Choose the topic:
- If the topic was given, you do not have to choose the topic
- If the topic was not given, you can choose a big subject and then narrow down to make your own topic. For example, "Education" is a subject, "What makes a good teacher?" is a topic. You work on the topic, not the subject.
Note: You should make your topic neither too large nor too narrow.
1.2.2. Brainstorm to find out the ideas of your writing:
- You can make a list of what comes to your mind when you think about the topic, then group them in 2-3 big ideas.
- You can also use Mind-map to develop your ideas
1.2.3. Make an outline:
- Put the main ideas first
- Each main idea should have 2-3 supporting ideas
1.2.4. Write your paragrah/ essay:
* There are also some tips that you can make use of to make a good writing:
- Introduction: The topic sentence should include both the topic and denote the way you want to organize your ideas.
For example: Students should not do part-time jobs for 2 reasons.
The topic is "students should not do part time jobs". The organization of your writing is two paragraphs (2 reasons)
- Try to make use of conjunctions to make your writing coherent.
- Include 2-3 main ideas in your writing only.
 PART 2: HOW TO WRITE A PARAGRAPH
2.1. Topic Sentence:
 The first sentence of your paragraph needs to be the topic sentence. A topic sentence is an introductory line that addresses what the main idea or thesis of the paragraph is going to be. It should contain the most important and relevant point you wish to make regarding your topic, thus summarizing the paragraph as a whole.
Example: 
There are four reasons why Singgapore is one of the best countries in the Asean.  
2.2. Supporting Details:
 Once you have written and are happy with your topic sentence, you can start to fill in the rest of your paragraph. This is where the detailed, well-structured notes you wrote earlier will come in handy. Make sure that your paragraph is coherent, which means that it is easy to read and understand, that each sentence connects with the next and that everything flows nicely as a whole. To achieve this, try to write clear, simple sentences that express exactly what you want to say.
 Link each sentence with transition words which form a bridge between one sentence and the next. Transition words can help you compare and contrast, show sequence, show cause and effect, highlight important ideas, and progress smoothly from one idea to the next. Such transition words include "furthermore", "in fact" and "in addition to". You can also use chronological transitions, such as "firstly", "secondly" and "thirdly"
 In terms of length, three to five sentences will usually be enough to cover your main points and adequately support your topic sentence, but this will vary greatly depending on the topic and the length of the paper you are writing. There is no set length for a paragraph. It should be as long as it needs to be to adequately cover the main idea.
Example:  First, Singapore has an excellent health care system. All Singaporean have access to medical services at a reasonable price. Second, Singapore has a high standard of education. Students are taught by well-trained teachers. Finally, Singapore's cities are clean with have many trees and efficiently managed. Singapore cities have many parks and lots of space for people to live 
Singapore
2.3. Closing Sentence
 The concluding sentence of your paragraph should tie everything together. A good concluding sentence will reinforce the idea outlined in your topic sentence, but now it has all the weight of the evidence or arguments contained in your supporting sentences behind it. After reading the concluding sentence, the reader should have no doubt as to the accuracy or relevance of the paragraph as a whole.
 Don’t just reword the topic sentence. Your concluding sentence should acknowledge the discussion that has come before it and remind your reader of the relevance of this discussion.
Example:  As a result, Singapore is a desirable place to live.
Here is a simple diagram summed up 5 steps to write the text:
Topic sentence
Supporting sentence #1 
+ Examples/ Details
1. ---------------------
2. ---------------------
Supporting sentence #2
+ Examples/ Details
1. ---------------------
2. ---------------------
Supporting sentence #3
+ Examples/ Details
1. ---------------------
2. ---------------------
Conclusion
Restate the topic sentence
PART 3: REVIEWING THE PARAGRAPH 
3.1. Check your paragraph for spelling and grammar. 
 Once you have finished writing, it is essential that you re-read your paragraph two or three times to check it for misspelled words and poor grammar. Spelling mistakes and bad grammar can significantly impact the perceived quality of your paragraph, even if the ideas and arguments it contains are of a high quality. It is very easy to overlook small mistakes when writing, so don't skip this step, even if you're in a rush. 
 Check your paragraph for the proper use of punctuation, making sure that you use marks such as commas, colons, semicolons and ellipses in the correct context.
3.2. Check your paragraph for coherency and style. 
 Not only should the technical aspects of your writing be spot on, but you should also try to achieve clarity in your writing, as well as stylistic flow. You can do this by varying the length and format of your sentences and by using transitional words and a varied vocabulary.
 The point of view of your writing should remain consistent throughout the paragraph, and indeed, the entire paper. For example, if you are writing in the first person (e.g., "I believe that...") you should not switch to a passive voice ("it is believed that") halfway through.
3.3. Decide if your paragraph is complete. 
 Once you have re-read the paragraph and fixed any grammatical or stylistic errors, you should have one more glance over it to determine whether it is complete. Try to look at the paragraph objectively and decide whether it sufficiently supports and develops your topic sentence, or whether it needs a few more details or additional evidence to back up your claims.
PART 4: KINDS OF USUAL PARAGRAPH IN SECONDARY SCHOOL’S PROGRAMS 
* Types of paragraphs:
There are four types of paragraphs that we need to know about: descriptive, narrative, expository, and persuasive. 
 The Descriptive paragraph: This type of paragraph describes something and shows the reader what a thing or a person is like. The words chosen in the description often appeal to the five senses of touch, smell, sight, sound, and taste. Descriptive paragraphs can be artistic and may deviate from grammatical norms.
 The Narrative paragraph: This type of paragraph tells a story. There's a sequence of action or there's a clear beginning, middle, and end to the paragraph.
 The Comparison/ Contrast paragraph: This type of paragraph, you write about the similarities and differences between two or more people, places, things, or ideas.
 The Argumentative paragraph: This type of paragraph tries to get the reader to accept a particular point of view or understand the writer's position. This is the type of paragraph that many teachers focus on because it's useful when building an argument. It often requires the collection of facts and research.
4.1. Descriptive paragraph
* What do you want to describe?
As you get started on your descriptive Paragraph, it's important for you to identify exactly what you want to describe. Often,