Methods of teaching and learning to write simple pie chart in Unit7: The world population - Part D: Writing English class 11 standard programs in all samples (parallel)

I. Content
I. Content
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A . Introduction 
I. The reason why choosing this topic 
	1.Theory background
	2.Practice facility 
II. The aim , object and scope of the research study 
	1.Purpose of the study – for students 
	2.Research objects 
	3. Scope of research 
B: Sollution to the problem 
I.Current status of the problem :
 1.Advantages 
 2.Disadvantages 
II.Some solutions to the students practice writing simple pie chart by effectively writing samples 
1.Steps to write a general lesson 
 a.Before writing ( pre-writing ) 
 b.While writing ( while writing) 
 c.After writing ( post writing) 
2.Steps to conduct a writing lesson about single pie chart
	a.Before writing 
	b.Body post 
 c.Conclusion 
3.Introduction to analyze a sample article ( a parallel) 
	Unit 7 – Part D – in the Enlish text book 11 – page 86 – World population 
4.Model writings
5.The results of application and lessons learned 
	a.result
	b.lesson learned 
C. Conclusion 
I.Conclusion 
II.Suggest 
1.Students 
2.Teachers 
3.School 
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A. INTRODUCTION
I. Why choosing this topic
1. Theory background
	Currently teaching English in secondary schools is to train the students ability to communicate through the four skills such as listening, speaking , reading, writing and language skills , help students with the ability to identify and resolve scientific issues in academic as well as applications to life in a reasonable way .
In it , writing is one of the difficult skills . Because through writing skills students must reconstruct their knowledge capital as system relevant vocabulary , language skills to use properly, how to present a clear writing style so precise , scientific and easy to understand , express feelings , emotions not only profound but also to impress and make communication better achieve high efficiency .
2. Practice Facility
	Through practice teaching in high schools, in To Hien Thanh school, I notice :
The teaching of writing skills is one of the hardest skills in the skill . Students often make mistakes , such as using vocabularies related to the theme articles, grammatical errors , or people known as language skills . In addition, the students affected by the mother tongue and culture of Vietnam ingrained in the soul of students makes them stylistic mistakes while practicing an article in English .
2008 and 2009 I spent a lot of time and effort to prepare the mind for his writing and teaching part especially prepared for the teaching section Writing in English Unit 7 of 11. But class standard program However , the effectiveness of such training is not high .
It requires students to have a vocabulary , understand the grammatical structure , the idea to outline when writing . Writing skills to students to help reconstruct what has been learned , help them practice using the language effectivelyresults and also practice writing them . Writing skills to promote creative abilities of students, it reflects the results of the process of listening, speaking , reading , grammar , vocabulary of students, demonstrate strengths and weaknesses , and it also helps easy teacher noticed a student's mistakes rather than speaking. Write operation is a very important part of the process of teaching and learning English .
When studying, learning from the experiences of the initiative now, and the experience initiative was sent on the Internet about my writing skills find the status of teaching and learning in the writing skills of junior and senior high school also similar to the real state of our schools.
Many of the initiatives launched real experience massive, caliber of teaching and learning writing skills, but generally not effectively solve the problems of teaching and learning writing skills. Because these initiatives are very broad, very reasoning that they forget to apply practice for each particular unit of study, meticulous. Therefore, the application to a specific unit of study without feasible.
From the condition that I recognize the need to shrink the scope of the topic into the topics really small, and rich detail.
Many years of teaching English textbooks 11 standard programs I noticed at Unit 7 : The world population / Part D : Writing , method of teaching writing simple pie chart with all samples ( parallel ) I personally own very successful so that I chose this topic as experience initiatives to contribute his experience to the cause of teaching and learning English .
Project title : Methods of teaching and learning to write simple pie chart in Unit7 : The world population - Part D : Writing English class 11 standard programs in all samples ( parallel ) .
II. The aim, object and scope of the research study . 
1.Purpose of the study - For students: 
	Through this topic I wish students good writing simple pie chart and apply good writing in Unit 7 section 11 and overcome the fear of learning English writing skills in particular and ancient motivation to learn English in general upper secondary students. Through it you have a look and a better way of thinking in analyzing single pie chart in geography. - For teachers: I would like to contribute a part of experience to consult colleagues, applied and achieved good effect in teaching English. - For subjects are studied in English at higher level: I hope this is a useful reference for contributing significantly to learning and their research.
2. Research objects
The theme revolves around research on teaching and learning how to write a simple pie chart by writing samples ( parallel ) of teachers and high school students .
3. Scope of research
Study material : Textbook of English 11 , the document on the Internet at  forums , lectures on electronic libraries .
For colleagues : Teachers in professional groups , teachers of geography , friends and colleagues .
For students : the successes and errors that students often make when writing this exercise form by checking notebooks , exercise books , exercises samples.
Provision for hours , visiting fellow class .
To colleagues teaching evaluation form , suggestions .
B. Sollution to the problem
I. Current status of the problem
1. Advantages
In terms of background : This article has a lot to comment theoretical pie chart geography they learned it very easy for students to develop thinking apply good practice.
Psychologically : The desire of the children also wanted to improve writing skills in particular and in general learning English .
On the subject collaborators : There are many opportunities to consult the geography teacher .
In terms of facilities : the school's facilities adequate to perform all good teaching .
About references : Internet development documents and exercises to apply diversity .
2. Disadvantages 
Students in Quang Thanh, Quang Hung and others of general and high school students To Hien Thanh, Thanh Hoa City in particular are rural students, during the learning process have no many conditions for developing learning in English. Meager vocabularies, sentence structures and language skills are very poor so they are often faced with difficulties in learning English, leading to discouragement, deal.
II. Some solutions to the students practice writing simple pie chart by effectively writing samples.
	Writing simple pie chart is a theme in writing skills. In which writing is one of the important skills in learning English. Therefore, when conducting teaching writing skills, teachers should be conducted in three stages: before entering the post (pre-writing), while performing all (while-writing) and after done all (Post- writing).
1. Steps to write a general lesson :
Teaching writing skills consists of 3 parts :
Before writing (pre - writing ) , while writing ( while - writing ) and after writing (post - writing ) . Each section was conducted with different purposes and also taught various tricks .
a- Before writing (pre - writing ) :
- This is an indispensable part of the process of teaching writing skills because students will encounter difficulties when making a particular writing exercise free articles .
- Teachers can give students say , the exchange of information necessary for writing assignments , preparation ideas , words, sentence structure , verb tenses , and most importantly .. outline . The discussion forms might be the answer to the provocative questions of the teacher or the student in the form of written notes.
The activities of teachers should be held:
- Preparation of ideas, information, article structure.
- Teach ago grammatical structure and vocabulary necessary.
- Outline with creative writings.
b- While writing (while-writing)
The tips that teachers often use while writing (while-writing) is:
- Instructor-level student wrote: Question - From / number - passage.
- The message is usually done after listening, reading, after learning the grammatical structures and especially after speaking.
- These exercises can be done in class, or go home after the instructor level.
- These exercises are made in various forms by individuals or in pairs or groups.
c- After writing (post-writing)
After writing many activities such as: Read or tell the story content, repeat the process of writing or the required information in an article, the most popular activity is the cure for all students. However, there are many tips that teachers can apply such as:
- Students then exchange and compare with each article.
- Displaying the results written, students comment.
- Displaying the results written, the teacher commented.
The way more communicative but teachers must be more active because they have the following advantages:
- Students can edit articles from other students.
- Students can comment on each other repairs.
- Students are comfortable, pleasant absorb another when you fix yourself.
So teachers must be flexible depending on the use of students as well as content unit.
How to fix the student:
- Teachers collect books for marking, repair the errors on notebooks, or cure the basic errors that students make.
- Teachers error detection, marking and ask students to self-edit, teachers check.
- The teacher asks students to exchange for another article to cure all.
- The teacher writes on the board answers (or side table), student self-correct.
2. The steps to conduct a lesson written single pie chart :
a- Before writing (pre - writing ) :
- Introduction of single circle is shown the clear specific data .
- Introduce a topic or asked to write ( topic ) clear .
Example : Describe the graph chart of the distribution of the world population by region ( pie chart Describe a population of the world by vùng )
- Lessons from new and relevant structures .
 Distribute ( v ) : allocation
          Be the distributed unevently = not the distributed unevenly distributed evently
          distribution ( n ) : the distribution
Some words used to express the percentage ( % )
• making up + %
• accounts for + %
• at / with / about + %
• making up ( less / more ) Coal + % of + N
• Further + % • percentage of + % • total of + % - Outline ( Make an outline ) * The showdown ( Introduction ) Ask students to focus on what the chart shows , the data and the location and all the trends they recognize from the chart . We can use one of the following statements to the opening sentence . 
Method 1  
The pie chart shows + + description:  Ex : The pie chart shows the distribution of the world population by region . Also teachers can be replaced from the shows in one of the following words . Illustrates : illustrations Describles : description Presents : express Reflects : reflection Reveals : expression , reflection Indicates : shown
Method 2
We can lead in their own words to the article more vivid . We can use one of the following statements to the opening sentence .
	It can be seen from + the pie chart có + S + V.
	 It is clear from the pie chart có + S + V.
Looking at the pie chart + WE CAN see ... ( Looking at the chart we can see )
Also we can instead choose other words to describe the alternative to "see " in sentences Looking at the pie chart WE CAN see ... such as :
Know : understand , know , see
Realize : recognize
It can be seen + the pie chart is well / carefully tả
" describe " can be replaced with words like :
Illustrated : illustrated
Showed : described
b. The body post
Hint, ask students to consider include how much chart. What part containing the most important information.
Describe the most important trends. Do not describe the details of all the information on the chart if the chart represents too much of, but should not give up no matter what information because if they get rid of information away will lack the authenticity of the article for the dirty.
Should choose the important information and then sort it for a reasonable, or comparable measures or collate information.
Case 1
For these charts, we should have more parts written in the form of comparison: The teacher should give students some structure as follows:
- Comparison of the most
+ The largest: S + has / have the largest .... with +%:
Ex: South Asia has the largest population with 32%.
        + The second largest: S + has / have the second largest ...., Making up +%
Ex: East Asia has the second largest population, making up 26%.
         - Comparison with / close / in several times
S1 + is about twice / three times as much as của + S2
Ex: The population of Europe is about twice as much as Latin America của.
       S1 + has (Nearly) half as much as + S2.
Ex: With 15% of Europe has as much as half Nearly South Asia
      This area has (Nearly) half of the population of this area this.
Ex: Europe has half of the population of Nearly South Asia.
	- Comparative
S1 + has double the population of more coal + S2
Ex: Our company has more carbon double the contribution of Thanh Nam's company
Case 2:
- Rank and class
S + ranks the first / second / third + at%
     S + is coming next, account for%
S + is nhất + N, account for%
Case 3:
Various combinations of case 1 and case 2 (for gifted students, aspiring or presentation style)
C:Conclusion 
Conclusion inclusive, broader, higher assessment of data and compare them if possible. Teachers can give students the following structure in order to conclude the article.
As can be seen, the greatest concentration of the ...... .is ....
Ex: As can be seen, the greatest concentration of the world's population is in Asia
3. Introduction to analyze a sample article (a parallel)
a.Before writing : 
In this section asks students to turn to the English textbooks 11 Page 86 Unit 7: World population / Part D: Writing to look closely at the pie chart and data applications are described on the chart. Then I usually along with students analyze the article and underlines the specific part of the subject article. Then ask students to a similar theme and replace the words of other topics so reasonable.
Topic: Describe a pie chart of the distribution of world population.
	The chart shows the distribution of the world population by region . It is seen from the chart có Clearly the word is the distributed unevently population .
          Area has the largest population south , making up 32 % . The second largest area is East Asia with 26 % . Europe ranks the third with 15 % . Africa is coming next with 11 % . Latin America and North America account for 14 % . Finally , is the least populated region Ocean with only 2 % .
          To sum ​​up , most of the world 's population lives in South Asia .
b- While writing ( while - writing )
I request a similar new topic and ask students to practice writing
Topic: Describe a pie chart of the distribution of the Viet nam population.
	For this period, I often ask students to work in pairs so they have the opportunity to discuss, collaborate with each other to find relevant vocabulary and writing.
During the writing process I used to go around them to offer help if needed.
Ask them to compare, test, compare, compare your article with your article to find out mistakes before being asked to read or copy or slide sample.
For example, a sample article with some errors as follows (These errors are italicized words.
The chart presented the dictribution of the Vietnam population by region. It is seen from the chart clearly distribution unevently Vietnam population.
         The Mekong Delta has the largest population, making up 20%. The second largest is the Red River Delta area, with 19%. Middle lands of Nothern rankedt the third with 18%. Southeast is coming next with 16%. North Central Coast and South Central Coast account for 19%. Finalw, Central Highlands is the least populated region with only 5%.
To sum up, most of the world's population in The Mekong Delta is living.
Some abbreviations:
t: tense
wf: word formation
w: word
sp: spelling
c- After writing (post-writing)
After writing many activities such as: Read or tell the story content, repeat the process of writing or the required information in an article, the most popular activity is the cure for all students. However, there are many tips that teachers can apply to have the post in section 1. Steps to write a general lesson:
Example: A correction has been completed.
The chart presents the distribution of the population by region Vietnam. It is seen from the chart Clearly là Vietnam population is the distributed unevently.
The Mekong Delta has the largest population, making up 20%. The second largest is the Red River Delta area, with 19%. Middle lands of Nothern ranks the third with 18%. Southeast is coming next with 16%. North Central Coast and South Central Coast account for 19%. Finally, Central Highlands is the least populated region with only 5%.
To sum ​​up , most of the world 's population lives in Mekong Delta The .
4. Two typical lesson plan template has been applied
Kindergarten Option 1 : Taught by table
Kindergarten Option 2 : Teaching machines Projector ( Lecture by Powerpoint files attached to this subject )
Here is a sample lesson plans 1
Preparing date: 11/15/2012
	Period 41 : unit 7 : World population
	Part D : Writing Time : 45 minutes
I. Aims : By the end of this lesson sts can :
- Write descriptions of pie charts , using the appropriate language .
II . Teaching aids : handouts , textbook , pictures ( graphics )
III . Methods : mainly Communicative
IV . Classes : 11T7 , 11T8
IV . Procedures
Teacher’s activities
Contents’ activities
A. Warm up (2 mins): A Guessing words
- T gives Ss a picture of a pie and asks them some questions.
1. Do can you know Pie and Slices?
2. What do they like to be?
Lead in: 
- T Introduces Ss a picture of a piechart of distributed population of the world.
- T asks them to answer the following questions:
 1. What continent has the most people?
 2. What continent has the least people?
 3. Is the world population distributed evenly?
In this period, we will study and practice writing a pie chart.
A. Warm up (2 mins): A Guessing words
Ss think and guess.
Expected answer
1. Pie: cái bánh and Slice: lát, miếng bánh
2. Pie is like a pie chart and slices are the parts of the pie.
- Ss think and give the answer. 
Expected answer
1. Asia has the most people.
2. Oceania has the least people.
3. The world population distributed unevenly. 
B. New lesson
I. Pre- writing (15mins) 
1. Topic: writing a pie chart of world population.
2. Pre- teach vocabulary
- T elicits Ss to give the meanings of the new words by giving the pictures related to, synonyms, situations,.....
- T gives feed back.
- T reads first one or two.
- T asks Ss to listen and repeat.
- T calls some Ss to read again and correct.
Checking: