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HOW TO WRITE A REPORT
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Ữ i vi t: ĐINH H U PHÚ C ọ ị ử H c v : c nhân ứ ụ ổ ưở
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Ch c v : t tr
ng ti ng Anh
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page 1
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SÁNG KI N KINH NGHI M ườ NG
t:
i vi
Ữ ĐINH H U PHÚ C ế ườ
ễ
Ti ng Anh tr
ng THPT Nguy n Du
ế
ệ HOW TO WRITE A REPORT
ọ H và tên ng T : ổ ơ ị Đ n v : Tên sáng ki n kinh nghi m:
A. INTRODUCTION
I. THE REASONS FOR RESEARCH
English 10, 11 and 12
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.
1. The logical choice.
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
2. The practical reasons.
My two main goals are to find out the difficulties in writing a report and how to deal with those difficulties, particularly for the
1. Goals:
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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.
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
2. Methods:
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brainstorming. I intentionally supply students with a practical method in order to dispose of a characterized question of English writing.
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V. THEORETICAL AND PRACTICAL 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.
1. Theoretical 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 12A6, 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.
2. Practical basis:
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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.
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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.
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THE OVERVIEW OF A FOUR OR FIVE PARAGRAPH REPORT
analyze discuss describe
- look at - outline - focus on
- examine - compare - show
This report will describe some of the problems This report is intended to …. The aim/ purpose of this report is to …. In this report I will
THE TITLE OF REPORT
XXXXXXXXXXXXXXX
Report Part
Content
Parag raph
1
CLEARLY: state the aim of your report make sure you mention where you got the
information from
use a formal, neutral style
INTRODUC TORY PARAGRAP H
2
FORMAT: headings used to make it easier to read. points used under each heading with bullet
points or numbers (if necessary).
GRAMMATICALLY: Avoid your personal opinion with I, we…. Use the passive voice. Use formal language with modal verbs and
3
generalising functions.
REPORTIN G FINDINGS (2 or 3 paragraphs )
USEFUL PHRASES: The main problem was that… Several people said/ suggested/ thought/
4
told me that… It appears that… Not surprisingly Sum up the report’s possible
5
recommendations
Suggest the best one(s)
RECOMME NDATION
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Taking all the points into consideration…. All things considered…. To conclude On balance page 8 In conclusion
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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 The aim of the report
Sentence 2 Where to get information
Topic
FAMILY LIFE OF THE STUDENTS IN THE CLASS
This report will examine the students’ family life in my class
Step 2 : to ask students to produce SENTENCE 2.
How to write
Sentence 1 The aim of the report
Sentence 2 Where to get information
It is based on the information that was made during the interview and on behavioral observation in class
Topic
?
THE CATEGORIES IN STAYING HEALTHY
The sentence expected is
This report will analyze the importance of categories in keeping healthy and suggest the best way of improving health
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? → 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 The aim of the report
Sentence 2 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.
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HOW TO REPORT FINDINGS (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 class. It is based on the information that was made during the interview and on behavioural observation in class.
Introductory paragraph
SECTION 1
SECTION 2
SECTION 3
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.
HEADINGS
THE FINDINGS
How to write
P a r a g r a p h 1
Most of the students are satisfied with their family life because their fathers and mothers always joins hands to help each other
Equality between father and mother
FACTS/ REASONS/ EXPLANATION 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
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It appears that there is a remarkable difference
P a r a g r a p h 2
Children’s responsibility in family
FAMILY LIFE OF THE STUDENTS IN THE CLASS
Luckily there is no violence among family members
P a r a g r a p h 3
Some students, 45% of them, have to help parents with the family business or farming work. Others, 55% interviewed, seem to do nothing when getting home from school or evening classes 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
Conclusion
In conclusion, most students were born into a good family and have been brought up in their loving and responsible hands.
Familial violence
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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 is based on the information on the Internet and medical books and also through the interview.
Introductory paragraph
SECTION 1
SECTION 2
How to write
HEADINGS
THE FINDINGS
SECTION 3 (sometimes can be listed) FACTS/ REASONS/ EXPLANATION
?
P a r a g r a p h 1
75% of the students who were interviewed were surprised to see the food pyramid, which means they did not know the percentage of these foods in their daily diet.
Many of those interviewed stated that they did not know much about how to choose the food that was benefit to their health
?
P a r a g r a p h 2
Surprisingly some affirm that the more meat they eat, the better their health
Moreover, most of them did not pay much attention to vegetables and fruit or refuse to eat them because of a high level of toxicity in these. On the other hand, there are a few with good knowledge of nutritious diet but they cannot practice because of their poverty.
?
It seems that there is a conversed taste among dinners
P a r a g r a p h 3
Predictably the majority likes salty food because most of them come from the North and the Central whereas others like sweet food
Conclusion
In conclusion, I would recommend that they should focus on their harmonous diet because the food with too much saly, sugar and meat is not good to healthy. More vegetables and fruit should be eaten during the day.
THE CATEGORIES IN STAYING HEALTHY
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What expected is ?→ Knowledge of a nutritious diet or
? → Food habits
? → Food taste
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Step 3 : to ask students to produce SECTION 2 of paragraphs 1&2
Title
REPORT ON ELECTRONIC DEVICES USED TO LEARN ENGLISH
Introductory paragraph
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.
SECTION 1
SECTION 2
How to write
HEADINGS
THE FINDINGS
SECTION 3 (sometimes can be listed) FACTS/ REASONS/ EXPLANATION
o 85 % mobile phone
?
owners said that smart phones have become an indispensable part of life.
o 24 % of the students
P a r a g r a p h 1
with Ipads agreed that this electronic device is often used for entertainment such as playing games, watching films or listening to music.
Devices mostly used
?
ELECTRONIC DEVICES USED TO LEARN ENGLISH
P a r a g r a p h 2
However, these students have been successful in their English studies thanks to the programme in their smart phones: o 32% passed the international tests. o 71% did well in the
GCSEs
Conclusion
To concluse, 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.
Devices used for English studies
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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.
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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 people were interviewed to find out useful life experience.
Introductory paragraph
SECTION 1
SECTION 2
How to write
HEADINGS
THE FINDINGS
SECTION 3 (sometimes can be listed) FACTS/ REASONS/ EXPLANATION
few
?
P a r a g r a p h 1
A suggested eating the food rich in healthy nutrients like olive oil, garlic, kinds of nut and sweet potatoes
Food choice
?
PEOPLE LIVING LONGER
P a r a g r a p h 2
The majority knew that physical exercise plays an important part in keeping healthy
?
Lifestyle
P a r a g r a p h 3
It seemed that no one denied the fact that a sound mind in a sound body
Conclusion
All those aspects might be necessary 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.
Optimistic Outlook
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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
?→ Therefore, they approved of these good actions:
o practising karate and kendo
o actively taking part in family life as well as social
activities.
o having joy in everyday chores
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Step 5 : to ask students to produce the whole main body
Title
REPORT ON SUGGESTING IMPROVEMENTS TO PE LESSONS AT NGUYEN DU SCHOOL
Introductory paragraph
The aim of this report is to compare 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
How to write
HEADINGS
SECTION 3 (sometimes can be listed) FACTS/ REASONS/ EXPLANATION
THE FINDINGS
?
?
?
P a r a g r a p h 1
?
?
?
SUGGESTING IMPROVEMENTS TO PE LESSONS
P a r a g r a p h 2
Conclusion
All those aspects might be necessary 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.
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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
? →
(cid:0)
(cid:0)
? → 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:
? →
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.
(cid:0)
(cid:0)
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.
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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. It is based on the information that was made during the interview and on behavioural observation in class.
Introductory paragraph
Sentence 1
Sentence 2
Sentence 3 (not always necessary)
How to write
Conclusion Recommendation
Transition word or phrase
In conclusion
I would also recommend that more vegetables and fruit should be eaten during the day.
THE CATEGORIES IN STAYING HEALTHY they should focus on their harmonious diet because the food with too much salt, and sugar meat is not good to healthy
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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. It is based on the information that was made during the interview and on behavioural observation in class.
Introductory paragraph
Sentence 1
Sentence 2
Sentence 3 (not always necessary)
How to write
conclusion recommendations
?
?
Transition word or phrase
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
FAMILY LIFE OF THE STUDENTS IN THE CLASS
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Step 3 : to ask students to produce the whole paragraph.
Title
REPORT ON ELECTRONIC DEVICES USED TO LEARN ENGLISH
Introductory paragraph
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.
Sentence 1
Sentence 2
Sentence 3 (not always necessary)
How to write
conclusion recommendations
?
?
?
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
Transition word or phrase
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III. WHAT TO HAVE ACHIEVED AFTER APPLYING THE RESEARCH.
1. I have systematized the details of report writing into order like this:
Step
Task
Aim
Understanding Use of language Use of language
conception statement sentence building sentence building
Desirable achievement great satisfaction excitement satisfaction
1 2 3
HOW TO MAKE THE INTRODUCTION
Step
Task
Aim
1 2 3 4
Understanding Idea expression Idea expression Idea expression
conception statement writing capacity writing capacity writing capacity
Desirable achievement excitement more excitement satisfaction great satisfaction
HOW TO ESTABLISH THE MAIN BODY
Step
Task
Aim
1 2 3
Understanding Use of language Idea expression
conception statement shape statement writing capacity
Desirable achievement excitement more excitement great satisfaction
HOW TO CONCLUDE THE REPORT
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12A5 and 12A8 (school year 2014 – 2015) (The project after Unit 2)
2. The achievements I have recorded for the 3 school years are:
Students’ points
More Less Class Number of students 5 (cid:0) 7.5
35
12A8
Testing than 8 6 22 than 5 7
62.86% 17.14%
18
39
12A5
unit Referenc 15 20.00% 6
12A1 and 12A10 (school year 2015 – 2016) (The project after Unit 10)
e unit 38.46% 46.15% 15.38%
Students’ points
Less More Class Number of students 5 (cid:0) 7.5
32
12A10
Testing than 5 4 16
12.50% 50.00%
38
12A1
unit Referenc 4 18
12A9 and 10A6 (school year 2016 – 2017) (The project after Unit 5 – English 10)
e unit than 8 12 37.50% 16 42.11% 10.52% 47.37%
Students’ points
More Less Class Number of students 5 (cid:0) 7.5
12A9
32
Testing than 8 9 than 5 5
4
10A6
33
unit Referenc 9
e unit 18 15.63% 56.25% 23.13% 20 27.27% 60.61% 12.12%
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THE WRITING RESULTS THROUGH THREE SCHOOL YEARS
70%
60%
50%
40%
30%
S T L U S E R
10A6
20%
12A9
12A10
12A1
12A8
12A5
10%
0%
2 0 1 5 2 0 1 6
2 0 1 4 2 0 1 5 2
1
3
4
5
6
2 0 1 6 2 0 1 7 8
7
More
SCHOOL YEARS
Note: 12A8 – 12A10 – 12A9 are testing units 12A5 – 12A1 – 10A6 are reference units
Less 5 (cid:0) 7.5
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.
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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.
C. CONCLUSION
I. THE MEANINGS FOR ENGLISH TEACHING
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.
“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.
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II. EXPERIENCES AND DEVELOPMENTS IN THE LESSON
III. PROPOSALS
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.
None
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REFERENCES
A. Maley, A. Duff and F. Grellet (1980), The Mind’s Eye,
Adrian Doff (1988), Teach English, Cambridge University Press. Annette Capel and Wendy Sharp (2008), Objective – First
Cambridge University Press.
Cathy Gude and Linda Edworths (2010), CAE results. D Byrne (1979), Teaching Writing Skills, Longman. Guy BrookHart and Vanessa Jakeman (2012), Complete IELTS,
Certificate, Cambridge.
H. Widdowson (1978), Teaching Language as Communication,
Cambridge University Press.
J. Harmer (1983), The Practice of English language Teaching,
Oxford University Press.
Jason Renshaw (2007), Boost! Writing, Pearson Longman. Joan Saslow, Allen Ascher with Silvia Carolina Tiberio (2005),
Longman.
Linda Robinson Fellag (2005), Building Skills for the
Summit, Pearson Longman.
Louis Harrison with Caroline Cushen, Susan Hutchison (2005),
TOEFL®iBT, Pearson Longman.
Malcolm Mann and Steve Taylore Knowles (2012), Use of English,
Achieve IELTS, Marshall Cavendish.
Michael Duckworth, Cathy Gude and Jenny Quintana (2008),
MCMILLAN
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.
Countdown to First Certificate, Oxford.
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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
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APPENDIX 2 : CLARIFYING THE WHOLE REPORT REPORT ON FAMILY LIFE OF THE STUDENTS IN THE CLASS
(UNIT 1/ 7YEAR CURRICULUM OF ENGLISH 12)
The aim of the report
This report will examine the students’ family life in my class. It is based on the information that was made during the interview and on behavioural observation in class.
Introduction
Where to get information H eading
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.
Equality between father and mother
Findings to be stated at the beginning
It appears that there is a remarkable difference. Some students, 45% of them, have to help parents with the family business or farming work. Others, 55% interviewed, seem to do nothing when getting home from school or evening classes.
Children’s responsibility in family
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.
Familial violence
Transition words
In conclusion, most students were born into a good family and have been brought up in their loving and responsible hands. (197-word report)
H ighlight the significant elements from your report
Conclusion
Homework:
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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)
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.
Introduction
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 students who were interviewed were surpised to see the food pyramid, which means they did not know the percentage of these foods in their daily diet.
The fact
Its explanation
Commenting words: Interestingly Curiously Oddly Strangely Surprisingly Predictably
Food habits
Surprisingly some affirm that the more meat they eat, the better their health. Morever, most of them did not pay much attention to vegetables and fruit or refuse to eat them because of a high level of toxicity in these. On the other hand, there are a few with good knowledge of nutritious diet but they cannot practice because of their poverty.
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.
Food taste
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
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Recommendations
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vegetables and fruit should be eaten during the day. (232-word report)
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REPORT ON FACTORS THAT HELP PEOPLE TO LIVE LONGER
(UNIT 10/ 10YEAR CURRICULUM OF ENGLISH 11)
The aim of the report
This report is intended to focus on the factors helping people to have a longevity. A large number of people were interviewed to find out useful life experience.
Where to get information
Introduction
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. 2.
fish and vegetables corn and beans, which are healthy and high in fibre
Food choice.
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
walking several kilometres daily or even working
1. in vegetable gardens 2.
practising karate and kendo
Lifestyle
Facts, reasons, explanatio 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:
actively taking part in family life as well as social
1. activities. 2.
having joy in everyday chores
Optimistic Outlook
All those aspects might be necessary 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. (212-word report)
Conclusion
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Bullet points to highlight
REPORT ON SUGGESTING IMPROVEMENTS TO PE LESSONS AT NGUYEN DU SCHOOL
(UNIT 1/ 7YEAR CURRICULUM OF ENGLISH 10)
The aim of the report
Where to get information
The aim of this report is to compare 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.
Introduction
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:
Bullet points to highlight
There is no swimming pool and no grass in
They were so worn out that it would be o 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. o the soccer field in the dry season.
H eadi ng
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
Bullet points to highlight
Small area makes it difficult for PE students to
o the same time distracts them from their class activities. o practise their lessons of running, high jump and relay.
Sporting area
all
the
points
Taking
Passive voice and modal verbs
into consideration, the above mentioned problems should be solved by having some new basket ball backboards and a swimming built and buying some new spring mattresses. While these improvements are being carried out, some students might have to move to the nearby sports centre to practise the specific sports. (260-word report)
Recommendations
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ậ ế ứ Châu đ c, ngày 3/1/2016
ơ ị ạ ủ Xác nh n, đánh giá, x p lo i c a đ n v .
ế
ủ ả ế
ị
Tôi xin cam đoan sáng ki n kinh ệ nghi m trên đây là c a b n thân tôi ự ế t, không sao chép. N u có sai s vi ậ th t tôi xin hoàn toàn ch u trách nhi m. ệ
ườ ế Ng i vi t,
ƯỜ Ữ ĐINH H U PHÚ C NG
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