SKKN: How to write a report

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English of High school curriculum is intended as a purposefully spiral ramp, which means students meet the same learning material three times with increasing difficulty during high school time. If students master this, it does not matter. Otherwise, it would be a big problem for them to continue their studies afterwards especially at university or at future work. I have chosen this topic in hope to help students be more confident in writing reports at medium or intermediate levels and then towards more difficult or advanced levels. In addition, English for new high school education, also called the 10-year curriculum, always contains a project after each unit.

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Sở Giáo Dục – Đào tạo tỉnh Bà Rịa – Vũng Tàu Trường THPT Nguyễn Du oooOooo BÁO CÁO KẾT QUẢ SÁNG KIẾN Cấp cơ sở, năm học 2016 – 2017 HOW TO WRITE A REPORT Người viết: ĐINH HỮU PHÚ CƯỜNG Học vị: cử nhân Chức vụ: tổ trưởng tiếng Anh Prepared by ĐINH HỮU PHÚ CƯỜNG page 1 School year 20162017 SÁNG KIẾN KINH NGHIỆM Họ và tên người viết: ĐINH HỮU PHÚ CƯỜNG Tổ: Tiếng Anh Đơn vị: trường THPT Nguyễn Du Tên sáng kiến kinh nghiệm: HOW TO WRITE A REPORT English 10, 11 and 12 A. INTRODUCTION I. THE REASONS FOR RESEARCH 1. The logical choice. Writing is one of the necessary skills to communicate, especially, in a world of mess media in which we are not only good at understanding information but also effective in presenting our thoughts through writing skill. My research is just a little part amongst other numerous literary tasks. 2. The practical reasons. English of High school curriculum is intended as a purposefully spiral ramp, which means students meet the same learning material three times with increasing difficulty during high school time. If students master this, it does not matter. Otherwise, it would be a big problem for them to continue their studies afterwards especially at university or at future work. I have chosen this topic in hope to help students be more confident in writing reports at medium or intermediate levels and then towards more difficult or advanced levels. In addition, English for new high school education, also called the 10year curriculum, always contains a project after each unit. II. GOALS AND METHODS OF THIS RESEARCH 1. Goals: My two main goals are to find out the difficulties in writing a report and how to deal with those difficulties, particularly for the Prepared by ĐINH HỮU PHÚ CƯỜNG page 2 School year 20162017 students to fully achieve good results in writing an academic report which is useful in their school studies and may be in international tests later on. 2. Methods: It is based on my teaching experience, which has never been a failure at finishing a lecture without any success from students. I have consulted a lot of documents from good English teaching books and from experienced colleagues. III. PROVINCE OF RESEARCH I have decided on this writing skill due to the Writing Part that used to be in the past GCSEs and may be an indispensable part in the future. Moreover, this is an essential lesson of English curriculum for high education. This technique is supposed to be most material to every student who wants to master their writing in higher levels, which are likely to be served useful purposes after doing assignments as a project in the new curriculum. The types of report commonly used are:  Research Report  Business Report  Scientific Report  Routine Report  Investigation Report  Project Report  Director’s Report The type to be chosen for my research is PROJECT REPORT because it is so useful and practical for school students. IV. RESEARCH SUPPOSITIONS My studies attempt to ascertain the difficulties that students often meet with: they do not know how to make a suitable introduction to a report or develop the topics to the main body. As a result, students simply follow what to be taught without Prepared by ĐINH HỮU PHÚ CƯỜNG page 3 School year 20162017 brainstorming. I intentionally supply students with a practical method in order to dispose of a characterized question of English writing. Prepared by ĐINH HỮU PHÚ CƯỜNG page 4 School year 20162017 V. THEORETICAL AND PRACTICAL BASIS 1. Theoretical basis: English has become a world language. People speaking English fall into one of three groups: those who have learned it as their native language; those who have learned it as a second language in a society that is mainly bilingual; and those who are forced to use it for a practical purpose administrative, professional or educational. Vietnamese students are taught English as one of the core subjects besides literature and maths. In order for Vietnamese students to be confident in using their English, teachers need not only to supply them with necessary language skills but also to motivate them in daily teaching activities. 2. Practical basis: Finding themselves without being able to write a meaningful sentence or a persuasive paragraph, most Vietnamese students tend to lose heart and hide themselves learning science subjects as a way of showing off! We have mislaid a large number of English potential persons. We often blame for such poor contents of textbooks. In fact, we do not often pay special attention to teaching and are not enthusiastic enough to be a mine of information about all forms of teaching. However the threelevel English language set of textbooks is another, which requires much from both teachers and students to achieve level three of the Foreign Language Proficiency Framework for Vietnam that is equivalent to B1 in the Common European Framework of Reference for languages (CEFR) VI. IMPLEMENTATION PLAN I began this research in school year 2014 – 2015 with 12A 5 and 12A8, 2015 – 2016 with 12A1 and 12A10, and I am doing this research with 12A 6, 12A9,12A12, 10A6, 10A7 and 10A9 in school year 2016 – 2017. Year after year, the deeper the research, the better the results, which enables me to analyze details and essential features in order to conduct a grammatically and stylishly standard writing, which must be very helpful for my students to do their writing test in the international examinations or in their future work. Prepared by ĐINH HỮU PHÚ CƯỜNG page 5 School year 20162017 B. CONTENT I. REALITY AND CONFLICTS For years English has been considered as one of the core subjects in the education syllabus, some of students are beginning to define the role of English in their further studies. However, they find it hard to be satisfied with the materials from their English textbooks being now used at school. There is an unspoken assumption in the present curriculum that is abundantly clear for everyone. Therefore, teachers are always under pressure of time in class and of the fulfillment of a class organizer. If I chase after the tasks in the textbook, I often finish my lecture on time with a vague feeling that maybe my students can understand and do the same task in their real life. Consequently, the way my students have done the same task disappoints me. Otherwise, I am short of time. In order to solve the time problem, I am forced to give this lecture in double periods, which means I have to shorten the next lessons and I am genuinely motivated by the results from the writing test. II. SOME SUGGESTED SOLUTIONS In order for students to improve their writing, I divide this writing task into two levels. The low level reserved for the students who can distinguish the report part and put the report part into order. For the students with higher level, they themselves can develop the ideas in each report part based on the outline made out by both students and the teacher. However, the first stage is to help students to have careful overview of the report, which lessens the pressure to face with writing too many words, too many ideas and too many points of view. Prepared by ĐINH HỮU PHÚ CƯỜNG page 6 School year 20162017 And then I give students the stepbystep instructions to make the directing introduction and situation introduction, to establish the main body and conclude the report. Prepared by ĐINH HỮU PHÚ CƯỜNG page 7 School year 20162017 THE OVERVIEW OF A FOUR OR FIVE PARAGRAPH REPORT analyze - look at - examine discuss - outline - compare describe - focus on - show This report will describe some of the problems This report is intended to …. The aim/ purpose of this report is to …. THE TITLE OF In this report I will REPORT XXXXXXXXXXXXXXX Parag Report Part Content raph CLEARLY: state the aim of your report 1 INTRODUC make sure you mention where you got the TORY information from PARAGRAP use a formal, neutral style H FORMAT: headings used to make it easier to read. 2 points used under each heading with bullet points or numbers (if necessary). REPORTIN GRAMMATICALLY: G Avoid your personal opinion with I, we…. FINDINGS Use the passive voice. 3 (2 or 3 Use formal language with modal verbs and generalising functions. paragraphs USEFUL PHRASES: ) The main problem was that… Several people said/ suggested/ thought/ told me that… 4 It appears that… Not surprisingly 5 Sum up the report’s possible recommendations RECOMME Suggest the best one(s) NDATION Taking all the points into consideration…. All things considered…. To conclude Prepared by ĐINH HỮU PHÚ CƯỜNG On balance page 8 School year 20162017 In conclusion Prepared by ĐINH HỮU PHÚ CƯỜNG page 9 School year 20162017 HOW TO MAKE THE INTRODUCTION There are many ways to make a good introduction; however, I have chosen the most possible method for my students because this can be the root from which students highly develop their future writing skill. THE METHOD OF DIRECTING INTRODUCTION Step 1 : to have a clear conception of introductory paragraph. How to write Sentence 1 Sentence 2 The aim of the report Where to get information Topic This report will examine the It is based on the  students’ family life in my information that was FAMILY LIFE class made during the OF THE interview and on STUDENTS behavioral IN THE CLASS observation in class Step 2 : to ask students to produce SENTENCE 2. How to write Sentence 1 Sentence 2 The aim of the report Where to get information Topic This report will analyze the  importance of categories in THE keeping healthy and ? CATEGORIES suggest the best way of IN STAYING improving health HEALTHY The sentence expected is Prepared by ĐINH HỮU PHÚ CƯỜNG page 10 School year 20162017 ?→ It is based on the information on the Internet and medical books and also through the interview .” Step 3 : to ask students to produce the whole paragraph. How to write Sentence 1 Sentence 2 The aim of the report Where to get information Topic  ELECTRONIC ? ? DEVICES USED TO LEARN ENGLISH The whole paragraph expected is ?→ The aim of this report is to show what devices are often used to learn English by the students and determine the usefulness of these in English studies. ?→ In order to prepare this report, the interviews were made among students and school documents of the past school years were searched for. Prepared by ĐINH HỮU PHÚ CƯỜNG page 11 School year 20162017 HOW TO REPORT FINDINGS (MAIN BODY) It is based on the variety of information, this kind of report can contain four or five paragraphs. Therefore, there are two or three paragraphs for the main body. Step 1 : to have a clear conception of main body. Title REPORT ON FAMILY LIFE OF THE STUDENTS IN THE CLASS This report will examine the students’ family life in my Introductory class. It is based on the information that was made during the paragraph interview and on behavioural observation in class. SECTION 1 SECTION 2 SECTION 3 How to write HEADINGS THE FINDINGS FACTS/ REASONS/ EXPLANATION It does not matter Most of the when fathers enter students are the kitchen and Equality satisfied with cook dinner if Paragraph 1 between their family life mothers come father and because their home from work mother fathers and late or mothers are mothers always willing to say no to joins hands to a party in order to help each other go shopping with their daughters Prepared by ĐINH HỮU PHÚ CƯỜNG page 12 School year 20162017 Some students,  45% of them, have to help parents FAMILY It appears that with the family Paragraph 2 LIFE OF Children’s there is a business or THE responsibility remarkable farming work. in family difference Others, 55% STUDENTS interviewed, seem IN THE to do nothing when CLASS getting home from school or evening classes There is sometimes a bitter argument Familial Luckily there is that can be Paragraph 3 violence no violence observed on his or among family her sad face the members next day, which might not be much important in family life In conclusion, most students were born into a good Conclusion family and have been brought up in their loving and responsible hands. Prepared by ĐINH HỮU PHÚ CƯỜNG page 13 School year 20162017 Step 2 : to ask students to produce SECTION 1 of paragraphs 1,2 and 3. Title REPORT ON THE CATEGORIES IN STAYING HEALTHY This report will analyze the importance of categories in keeping healthy and suggest the best way of improving health. It Introductory is based on the information on the Internet and medical books paragraph and also through the interview. SECTION 1 SECTION 2 SECTION 3 How to write (sometimes can be listed) FACTS/ REASONS/ HEADINGS THE FINDINGS EXPLANATION Many of those interviewed 75% of the students who were interviewed were Paragraph 1 stated that they did not know surprised to see the food ? much about pyramid, which means how to choose they did not know the the food that percentage of these was benefit to foods in their daily diet. their health Moreover, most of them  did not pay much attention to vegetables ? Surprisingly and fruit or refuse to eat Paragraph 2 some affirm that them because of a high THE the more meat level of toxicity in these. On the other hand, there CATEGORIES they eat, the better their are a few with good IN STAYING knowledge of nutritious health HEALTHY diet but they cannot practice because of their poverty. Predictably the majority Paragraph 3 ? It seems that likes salty food because there is a most of them come from conversed taste the North and the among dinners Central whereas others like sweet food In conclusion, I would recommend that they should focus on their harmonous diet because the food with too much Conclusion saly, sugar and meat is not good to healthy. More vegetables and fruit should be eaten during the day. Prepared by ĐINH HỮU PHÚ CƯỜNG page 14 School year 20162017 What expected is ?→ Knowledge of a nutritious diet or ?→ Food habits ?→ Food taste Prepared by ĐINH HỮU PHÚ CƯỜNG page 15 School year 20162017 Step 3 : to ask students to produce SECTION 2 of paragraphs 1&2 Title REPORT ON ELECTRONIC DEVICES USED TO LEARN ENGLISH The aim of this report is to show what devices are often used to learn English by the students and determine the Introductory usefulness of these in English studies. In order to prepare this report, the interviews were made among students and school paragraph documents of the past school years were searched for. SECTION 1 SECTION 2 SECTION 3 How to write (sometimes can be listed) FACTS/ REASONS/ HEADINGS THE FINDINGS EXPLANATION o 85 % mobile phone owners said that smart phones have become an indispensable part ? Paragraph 1 Devices of life. o 24 % of the students mostly used with Ipads agreed that  this electronic device is often used for entertainment such as playing games, ELECTRONIC watching films or DEVICES listening to music. USED TO LEARN ENGLISH However, these students have been successful in Paragraph 2 Devices ? their English studies thanks to the programme used for in their smart phones: English o 32% passed the studies international tests. o 71% did well in the GCSEs To concluse, I would like to mention that any invention Conclusion has both sides, so It is recommended that students should take full use of the positive side of the invention to benefit their life especially their English studies. Prepared by ĐINH HỮU PHÚ CƯỜNG page 16 School year 20162017 Prepared by ĐINH HỮU PHÚ CƯỜNG page 17 School year 20162017 What expected are ?→ Most of the students told me that they were obviously well acquainted with all electronic devices: ?→ Oddly 74% of their phones used mostly used for chatting, texting and taking a photo by oneself and sharing via social media that is often called selfie or selfy, which means there was only 26% of the students’ phones with study programmes. Prepared by ĐINH HỮU PHÚ CƯỜNG page 18 School year 20162017 Step 4 : to ask students to produce SECTION 3 of paragraphs 1,2&3 Title REPORT ON ELECTRONIC DEVICES USED TO LEARN ENGLISH This report is intended to focus on the factors helping people to have a longevity. A large number of Introductory people were interviewed to find out useful life experience. paragraph SECTION 1 SECTION 2 SECTION 3 How to write (sometimes can be listed) FACTS/ REASONS/ HEADINGS THE FINDINGS EXPLANATION A few suggested ? Paragraph 1 Food choice eating the food rich in healthy nutrients like olive oil, garlic, kinds of nut and  sweet potatoes The majority PEOPLE knew that ? Paragraph 2 LIVING Lifestyle physical exercise plays LONGER an important part in keeping healthy It seemed that Paragraph 3 Optimistic no one denied ? Outlook the fact that a sound mind in a sound body All those aspects might be necessary for people to Conclusion gain a good health. The problem is that those should be on balance depending on natural their disposition, economic situation and geographic area where to provide them with nutritious food and fresh air. Prepared by ĐINH HỮU PHÚ CƯỜNG page 19 School year 20162017 Prepared by ĐINH HỮU PHÚ CƯỜNG page 20 School year 20162017 What expected are Ⓐ→ Meanwhile, most giving the reasons for longevity agreed that the kinds of food might be good like: o fish and vegetables o corn and beans, which are healthy and high in fibre ?→ so not surprisingly people aged 90-100 on the islands in Okinawa are found o walking several kilometres daily or even working in vegetable gardens o practising karate and kendo ?→ Therefore, they approved of these good actions: o actively taking part in family life as well as social activities. o having joy in everyday chores Prepared by ĐINH HỮU PHÚ CƯỜNG page 21 School year 20162017 Step 5 : to ask students to produce the whole main body Title REPORT ON SUGGESTING IMPROVEMENTS TO PE LESSONS AT NGUYEN DU SCHOOL The aim of this report is to compare Introductory paragraph different ideas to make PE lessons at Nguyen Du High School more productive for students while learning at the same time. A large number of students were interviewed to find out different opinions. SECTION 1 SECTION 2 SECTION 3 How to write (sometimes can be listed) FACTS/ REASONS/ HEADINGS THE EXPLANATION FINDINGS Paragraph 1 ? ? ?  SUGGESTING Paragraph 2 IMPROVEMENTS ? ? ? TO PE LESSONS All those aspects might be necessary Conclusion for people to gain a good health. The problem is that those should be on balance depending on natural their disposition, economic situation and geographic area where to provide them with nutritious food and fresh air. Prepared by ĐINH HỮU PHÚ CƯỜNG page 22 School year 20162017 What expected are ?→ Sporting facilities ?→ A few of the students interviewed showed their deep satisfaction with the present sporting facilities. However, these facilities disappointed the majority and they gave reasons why they were fed up with these sports equipments and facilities ?→ They were so worn out that it would be dangerous to be used because of the spring mattresses with big holes, the basket ball backboard with only three legs, so it can collapse at any time. There is no swimming pool and no grass in the soccer field in the dry season. ?→ Sporting area ?→ The minority of students mentioned that the sports ground was spacious whereas others expressed a preference for having an own area that was enough for all kinds of sports giving the following reasons: ?→ Too much noise among the nearby classes at the same time distracts them from their class activities. Small area makes it difficult for PE students to practise their lessons of running, high jump and relay. Prepared by ĐINH HỮU PHÚ CƯỜNG page 23 School year 20162017 HOW TO CONCLUDE THE REPORT After teaching students how to make a good introduction, I help students conclude their report. There is always a crucial link between the two or three parts of the report especially in a suitable conclusion, which can lead to possible recommendations. Step 1 : to have a clear conception of conclusion. Title REPORT ON THE CATEGORIES IN STAYING HEALTHY This report will examine the students’ family life in my class. Introductory It is based on the information that was made during the interview paragraph and on behavioural observation in class. Sentence 1 Sentence 2 Sentence 3 How to write (not always necessary) Transition Conclusion Recommendation word or phrase they should focus on their I would also  harmonious recommend that more diet because vegetables and fruit In conclusion the food with should be eaten during THE too much salt, the day. CATEGORIES sugar and IN STAYING meat is not HEALTHY good to healthy Prepared by ĐINH HỮU PHÚ CƯỜNG page 24 School year 20162017 Step 2 : to ask students to produce SENTENCES 1&2 Title REPORT ON FAMILY LIFE OF THE STUDENTS IN THE CLASS This report will examine the students’ family life in my class. Introductory It is based on the information that was made during the interview paragraph and on behavioural observation in class. Sentence 1 Sentence 2 Sentence 3 How to write (not always necessary) Transition conclusion recommendations word or phrase ? ?  FAMILY LIFE OF THE STUDENTS IN THE CLASS The sentence expected is “In conclusion, most students were born into a good family and have been brought up in their loving and responsible hands” ?→ In conclusion, ?→ most students were born into a good family and have been brought up in their loving and responsible hands Prepared by ĐINH HỮU PHÚ CƯỜNG page 25 School year 20162017 Step 3 : to ask students to produce the whole paragraph. Title REPORT ON ELECTRONIC DEVICES USED TO LEARN ENGLISH The aim of this report is to show what devices are often Introductory used to learn English by the students and determine the usefulness paragraph of these in English studies. In order to prepare this report, the interviews were made among students and school documents of the past school years were searched for. Sentence 1 Sentence 2 Sentence 3 How to write (not always necessary) Transition conclusion recommendations word or phrase  ELECTRONIC ? ? ? DEVICES USED TO LEARN ENGLISH The sentences expected are “To conclude, I would like to mention that any invention has both sides, so It is recommended that students should take full use of the positive side of the invention to benefit their life especially their English studies.” ?→To conclude ?→I would like to mention that any invention has both sides ?→so It is recommended that students should take full use of the positive side of the invention to benefit their life especially their English studies Prepared by ĐINH HỮU PHÚ CƯỜNG page 26 School year 20162017 III. WHAT TO HAVE ACHIEVED AFTER APPLYING THE RESEARCH. 1. I have systematized the details of report writing into order like this: HOW TO MAKE THE INTRODUCTION Step Task Aim Desirable achievement 1 Understanding conception statement great satisfaction 2 Use of language sentence building excitement 3 Use of language sentence building satisfaction HOW TO ESTABLISH THE MAIN BODY Step Task Aim Desirable achievement 1 Understanding conception statement excitement 2 Idea expression writing capacity more excitement 3 Idea expression writing capacity satisfaction 4 Idea expression writing capacity great satisfaction HOW TO CONCLUDE THE REPORT Step Task Aim Desirable achievement 1 Understanding conception statement excitement 2 Use of language shape statement more excitement 3 Idea expression writing capacity great satisfaction Prepared by ĐINH HỮU PHÚ CƯỜNG page 27 School year 20162017 2. The achievements I have recorded for the 3 school years are: 12A5 and 12A8 (school year 2014 – 2015) (The project after Unit 2) Students’ points Number of Less More Class students 5 7.5 than 5 than 8 Testing 7 22 6 12A8 35 unit 20.00% 62.86% 17.14% Referenc 6 15 18 12A5 39 e unit 15.38% 38.46% 46.15% 12A1 and 12A10 (school year 2015 – 2016) (The project after Unit 10) Students’ points Number of Less More Class students 5 7.5 than 5 than 8 Testing 4 16 12 12A10 32 unit 12.50% 50.00% 37.50% Referenc 4 18 16 12A1 38 e unit 10.52% 47.37% 42.11% 12A9 and 10A6 (school year 2016 – 2017) (The project after Unit 5 – English 10) Students’ points Number of Less More Class students 5 7.5 than 5 than 8 Testing 5 18 9 12A9 32 unit 15.63% 56.25% 23.13% Referenc 9 20 4 10A6 33 e unit 27.27% 60.61% 12.12% Prepared by ĐINH HỮU PHÚ CƯỜNG page 28 School year 20162017 THE WRITING RESULTS THROUGH THREE SCHOOL YEARS 70% 60% 50% RESULTS 40% 30% 20% 10A6 12A9 10% 12A8 12A5 12A10 12A1 0% 2 0 1 4 2 0 1 5 2 0 1 5 2 0 1 6 2 0 1 6 2 0 1 7 1 2 3 4 5 6 7 8 More SCHOOL YEARS Less 5 7.5 Note: 12A8 – 12A10 – 12A9 are testing units 12A5 – 12A1 – 10A6 are reference units 3. A value of the records Because there has been some considerable change in the Writing Part since this year, so I have decided to evaluate the results of this research into two unproportional patterns of test: I had students do the same project after Units 2 and 10, of English 12, in school years 20142015 and 20152016 and the project after unit 5, of English 10, for school year 20162017. For the reference classes, I followed the teaching process presented in the textbook. And for the testing classes, I used this new technique. Astonishingly, there were obvious differences in outlines, development of ideas and grammatical structures. Not to mention that the students showed their satisfaction during the writing lessons. The number of students with over 8 points to increase by year in spite of the fact that the reference classes were the better ones, which might show the effective angle of my technique. Prepared by ĐINH HỮU PHÚ CƯỜNG page 29 School year 20162017 Commonly the number of students who has got 8 points or more is rare while the number of students with the points between 5 and 7.5 is much more. However everything in this school year is different, the number of students with 8 points or more is more than those with the points between 5 and 7.5 on the whole. According to the chart, the results are not much good for the grade10 students. The reason can be their English knowledge. However, they might not feel worried about these results because the number of students with the points between 5 and 7.5 is much more Furthermore, it can be inferred from the tables and the chart that the students with less than 5 points to be fewer and the desirable achievements could be felt during the class atmosphere and the activeness of the testing classes. C. CONCLUSION I. THE MEANINGS FOR ENGLISH TEACHING “The ultimate aim of all English teaching is for students to know ‘English’, or at least know enough English for whatever purpose they have in learning the language. Within the productive skills (speaking and writing), we can say that students need to learn words and phrases or to express meanings in English; they also need to be able to produce basic structures correctly and use a word or phrase which is frequently used with another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the meaning, which is often called collocation. In speaking, this will involve learning the sound system and stress and intonation patterns. In writing, this will involve in learning features of the writing system, such as spelling and punctuation. We do not write in isolated sentences, they will also need to learn the ways of joining sentences together in connected speech and writing…” H. Widdowson (1978) Teaching Language as Communication, Oxford University Press. That is the reason why I need to help students know not only by producing the language correctly but also using the language for particular purposes. Prepared by ĐINH HỮU PHÚ CƯỜNG page 30 School year 20162017 Prepared by ĐINH HỮU PHÚ CƯỜNG page 31 School year 20162017 II. EXPERIENCES AND DEVELOPMENTS IN THE LESSON Although having been teaching English for over 20 years, I always come up against quite a lot of problems from the different levels amongst classes and students. As a result, I must obtain many techniques for the same teaching topic. However, this technique satisfies me most for its effectiveness and simplicity. I am going to use it for the coming school years. III. PROPOSALS None Prepared by ĐINH HỮU PHÚ CƯỜNG page 32 School year 20162017 REFERENCES  A. Maley, A. Duff and F. Grellet (1980), The Mind’s Eye, Cambridge University Press.  Adrian Doff (1988), Teach English, Cambridge University Press.  Annette Capel and Wendy Sharp (2008), Objective – First Certificate, Cambridge.  Cathy Gude and Linda Edworths (2010), CAE results.  D Byrne (1979), Teaching Writing Skills, Longman.  Guy BrookHart and Vanessa Jakeman (2012), Complete IELTS, Cambridge University Press.  H. Widdowson (1978), Teaching Language as Communication, Oxford University Press.  J. Harmer (1983), The Practice of English language Teaching, Longman.  Jason Renshaw (2007), Boost! Writing, Pearson Longman.  Joan Saslow, Allen Ascher with Silvia Carolina Tiberio (2005), Summit, Pearson Longman.  Linda Robinson Fellag (2005), Building Skills for the TOEFL®iBT, Pearson Longman.  Louis Harrison with Caroline Cushen, Susan Hutchison (2005), Achieve IELTS, Marshall Cavendish.  Malcolm Mann and Steve Taylore Knowles (2012), Use of English, MCMILLAN  Michael Duckworth, Cathy Gude and Jenny Quintana (2008), Countdown to First Certificate, Oxford.  R. White (1980), Teaching Written English, Heinemann.  Textbook of English 10 (2007) , Educational Publisher.  Textbook of English 10 (2015) , Educational Publisher.  Textbook of English 11 (2015) , Educational Publisher.  Textbook of English 12 (2007) , Educational Publisher. Prepared by ĐINH HỮU PHÚ CƯỜNG page 33 School year 20162017 APPENDIXES APPENDIX 1 : WHAT TO REMEMBER WHILE WRITING A REPORT BE SURE TO AVOID THE FOLLOWING MISSTEPS THE WHOLE REPORT  DON’T use contractions (I’m/ we don’t/ we’d …)  DON’T use colloquialisms (What’s up?/ …)  DON’T have paragraphs  DON’T use the same structures, words  INSERT personal opinions or two much information. THE CONCLUSION  YOU NEED to draw out the main points you want to make about the topic and make them at a general level.  YOU NEED to highlight the significant elements from your report.  YOU NEED to link it to the rest of your report.  YOU NEED to avoid introducing new material. REMEMBER  KEEP ONE IDEA TO ONE PARAGRAPH  HAVE A CLEAR IDEA  USE MODAL VERBS: COULD, MIGHT, CAN…  USE THE PASSIVE VOICE, THE SECOND CONDITIONAL  A REPORT NEEDS TO BE OBJECTIVE EXCEPT FOR THE CONCLUSION WHERE IT IS PERSONAL Prepared by ĐINH HỮU PHÚ CƯỜNG page 34 School year 20162017 Prepared by ĐINH HỮU PHÚ CƯỜNG page 35 School year 20162017 APPENDIX 2 : CLARIFYING THE WHOLE REPORT  REPORT ON FAMILY LIFE OF THE STUDENTS IN THE CLASS (UNIT 1/ 7YEAR CURRICULUM OF ENGLISH 12) Introduction The aim of the This report will examine the students’ report family life in my class. It is based on the information that was made during the interview Where to get and on behavioural observation in class. information H eading Equality between father and mother Most of the students are satisfied with their family life because their fathers and mothers always joins hands to help each other. It does not matter when fathers enter the kitchen and cook dinner if mothers come home from work late or mothers are willing to say no to a party in order to go shopping with their daughters. Findings Children’s responsibility in family It appears that there is a remarkable to be difference. Some students, 45% of them, have to stated at help parents with the family business or farming the work. Others, 55% interviewed, seem to do beginning nothing when getting home from school or evening classes. Familial violence Luckily there is no violence among family members. There is sometimes a bitter argument that can be observed on his or her sad face the next day, which might not be much important in family life. Transition Conclusion words Inconclusion, most students were born H ighlight the into a good family and have been brought up in significant their loving and responsible hands. (197-word report) elements from your report Homework: Prepared by ĐINH HỮU PHÚ CƯỜNG page 36 School year 20162017  Have students with low level rewrite the report by replacing the bolditalic words.  Have students with high level rewrite the report by replacing the underlined sentences  REPORT ON THE CATEGORIES IN STAYING HEALTHY (UNIT 2/ 10YEAR CURRICULUM OF ENGLISH 10) Introduction This report will analyze the importance of categories in keeping healthy and suggest the best way of improving health. It is based on the information on the Internet and medical books and also through the interview. Knowledge of a nutritious diet Many of those interviewed stated that they did not know much about how to choose the food that was benefit to their health. 75% of The fact the students who were interviewed were surpised to see the food pyramid, which means Its they did not know the percentage of these explanation foods in their daily diet. Food habits Commenting Surprisingly some affirm that the more words: meat they eat, the better their health. Morever, Interestingly Curiously most of them did not pay much attention to Oddly vegetables and fruit or refuse to eat them Strangely because of a high level of toxicity in these. On Surprisingly the other hand, there are a few with good Predictably knowledge of nutritious diet but they cannot practice because of their poverty. Food taste There seems to be a conversed taste among dinners. Predictably the majority likes salty food because most of them come from the North and the Central whereas others like sweet food. Recommendations In conclusion, they should focus on their harmonous diet because the food with too much saly, sugar and meat is not good to healthy. I would also recommend that more Express opinions impersonally Prepared by ĐINH H ỮU PHÚ CƯỜNG page 37 School year 20162017 vegetables and fruit should be eaten during the day. (232-word report) Prepared by ĐINH HỮU PHÚ CƯỜNG page 38 School year 20162017  REPORT ON FACTORS THAT HELP PEOPLE TO LIVE LONGER (UNIT 10/ 10YEAR CURRICULUM OF ENGLISH 11) Introduction The aim of the This report is intended to focus on the report factors helping people to have a longevity. A large number of people were interviewed to find Where to get out useful life experience. information Food choice. A few suggested eating the food rich in healthy nutrients like olive oil, garlic, kinds of nut and sweet potatoes. Meanwhile, most giving the reasons for longevity agreed that the kinds of food might be good like: 1. fish and vegetables 2. corn and beans, which are healthy and high in fibre Lifestyle The majority knew that physical exercise plays an important part in keeping healthy, so not surprisingly people aged 90-100 on the islands in Okinawa are found 1. walking several kilometres daily or even working in Facts, vegetable gardens 2. reasons, practising karate and kendo explanatio Optimistic Outlook n can be It seemed that no one denied the fact that a sound mind in a sound body. Therefore, they approved of these good actions: 1. actively taking part in family life as well as social activities. 2. having joy in everyday chores Conclusion