Scope of the study
This study explores various factors influencing student motivation in class activities and examines specific methods to enhance student engagement Due to time and length constraints, it does not attempt to cover all possible methods The focus is on the adaptation of several writing activities for English 11, specifically tested in class 11A at Duong An High School The research sample consists of four teachers and 40 students from the 11th grade at the same institution.
Methods of the study
This study utilizes a quasi-experimental research method to assess the attitudes of teachers and students regarding the teaching and learning of writing skills It specifically investigates the necessity for teachers to adapt activities in the English 11 curriculum to enhance student motivation during writing lessons at Duong An High School The primary objective is to determine the effectiveness of these adapted activities in motivating students to engage more actively in writing.
Data for the study were gathered through a comprehensive approach that included textbook evaluations, interviews, questionnaires, observations, and experiments Specifically, four teachers with experience teaching English 11 participated in interviews, while survey questionnaires were distributed to 40 students across two classes at the school.
Design of the study
This minor thesis is divided into three main parts
Part A, INTRODUCTION, presents the rationale, the aims, scope, methods, and design of the study The research questions are also mentioned in this part
Part B, DEVELOPMENT, consists of three following chapters:
Chapter One, the Literature Review, explores key concepts pertinent to the research topic, including definitions and roles of writing, approaches to teaching writing, and the writing teaching procedure It also examines motivation in language teaching and learning, along with materials evaluation Additionally, this chapter defines material adaptation, outlines its purpose, and discusses techniques and levels of adaptation.
Chapter two, titled "THE STUDY," outlines the comprehensive research process, detailing each phase from the initial selection of the research design to the final collection of results This chapter also presents the statistical findings derived from the study.
Chapter three, “DATA ANALYSIS AND FINDINGS” analyses the collected data to answer the two research questions
Part C, CONCLUSION, addresses the key issues in the study, summaries some limitations revealed during the process of the completing this study.
LITERATURE REVIEW
An Overview of Writing
Writing is one of the essential language skills that learners must master, alongside speaking, listening, and reading It involves expressing thoughts and ideas through written communication, as highlighted by Leki (1976), who stated, “Good writing gets your ideas out of your head and into the reader’s head without losing or distorting those ideas.” However, writing is often challenging to acquire, requiring instruction and practice, as noted by Tribble (1996) He emphasized that writing cannot be easily learned through exposure alone From my experience as a classroom teacher, I align with Rivers' (1981) perspective that writing should be taught in conjunction with other language skills As a productive skill, writing allows students to practice language and communicative abilities, helping them identify their strengths and areas for improvement.
Writing serves various essential functions in daily life, acting as a communicative code that conveys the writer's message and purpose As noted by Nunan (1991:84), the role of written language is significant in modern society, highlighting its importance in effective communication.
Public signs, product labels, and instructions are essential for guiding actions in daily life They include road signs, station indicators, food and tool labels, toy instructions, recipes, maps, television and radio guides, bills, menus, and telephone directories These resources help individuals navigate their environments, make informed choices, and understand how to use various products effectively.
(ii) Primarily for social contact: personal correspondence, letters, postcards, greeting cards
(iii) Primarily for information: newspapers and magazines, non- fiction books (textbooks, public notices, advertisement, guidebooks and travel literature, etc.)
(iv) Primarily for entertainment: light magazines, comic strips, fiction books, poetry and drama, film subtitles, games including computer games
Writing is a crucial component of teaching and learning in the classroom, as it enables learners to express ideas, evoke emotions, and persuade others It allows for the discovery and articulation of thoughts in a unique manner, which is why writing has consistently been included in language syllabi According to White (1981, p 1), there are several compelling reasons that justify the inclusion of writing in the language curriculum.
(i) Writing remains the commonest way of examining students‟ performance in English (all public examinations include a composition) Consequently, ability to write remains a key to examination success
Both parents and students often view writing ability as a clear indicator of language proficiency, as it provides tangible evidence of learning This visibility allows them to easily assess progress and achievements, giving writing a high level of "face validity."
(iii) In classroom, writing may be used as one of a number of techniques to help add variety and interest to lesson
Teachers can utilize writing as an effective assessment tool to gauge student learning By analyzing students' written work, educators can gain valuable insights into their achievements, misunderstandings, and mistakes.
(v) Writing requires thought, discipline and concentration It is relatively a permanent form and readers judge us by our style, content and logic So writing demands care and thought
In CLT, the teaching of writing also aims at communication However, besides being used to communicate, writing helps students learn In Raimes‟ opinion (1983, p.3),
Writing enhances students' understanding of grammatical structures, idioms, and vocabulary they have learned It encourages them to explore the language creatively, allowing for risk-taking beyond their current knowledge Additionally, the writing process deeply engages students with the new language, as it requires active effort to express ideas and involves the coordination of their eyes, hands, and brains, effectively reinforcing their learning experience.
With all the roles mentioned above, writing really becomes an integral part in almost every language syllabus from elementary to tertiary level
Teaching and learning writing is a complex endeavor that requires students to grasp various elements such as content, organization, discourse, syntax, lexis, and mechanics Teachers often face confusion due to the multitude of approaches available for teaching ESL/EFL writing, which has been a contentious issue among educators and researchers alike Each approach can be effective if the teacher is confident in their methods Ann Raimes (1983) outlines six distinct approaches to teaching writing, highlighting the diversity of strategies that can be employed in the classroom.
(i) The Control - to- Free Approach
The Control-to-Free Approach in writing emphasizes a sequential method where writing serves as a reinforcement of speech, aiding in the mastery of grammatical and syntactic rules At the lower levels, students engage in sentence-level exercises and controlled compositions that encourage imitation and manipulation, resulting in fewer mistakes It is only at higher or advanced levels that students are permitted to explore free compositions, allowing them to express their own ideas creatively.
In short, this approach emphasizes accuracy rather than fluency Syntax and mechanics are main stresses of the approach
(ii) The Free- Writing Approach
Unlike the Control-to-Free Approach, the Free-Writing Approach emphasizes fluency and the volume of writing over quality In this method, students engage in extensive free writing on assigned topics, receiving minimal error correction They are encouraged to express their thoughts without the constraints of grammar and spelling, prioritizing content and fluency in their writing process.
(iii) The Paragraph- Pattern Approach
The Paragraph-Pattern Approach focuses on the organization of paragraphs, encouraging students to replicate a model paragraph by analyzing its structure This method includes exercises such as sentence ordering, inserting, and deleting to enhance students' understanding and ability to construct coherent paragraphs.
(iv) The Grammar- Syntax- Organization Approach
The Grammar-Syntax-Organization Approach emphasizes that writing is an integrated skill, requiring simultaneous attention to grammar, syntax, and organization For instance, creating clear instructions for using a phone card demands not only the right vocabulary but also an understanding of verb forms and a chronological organizational plan, utilizing sequence words like "first," "then," and "next." In the preparatory stage, essential vocabulary and structures are reviewed and taught, highlighting the approach's focus on blending the purpose and form of writing effectively.
The Communicative Approach prioritizes communicative competence by emphasizing the purpose of writing and the intended audience Students are encouraged to view themselves as real-life writers, prompting them to consider key questions such as "What am I writing for?" and "Who will read it?" Traditionally, teachers have served as the primary audience for students' writing; however, to foster a more authentic communication experience, students engage as readers of each other's work This peer interaction allows them to read, respond, and provide feedback without correcting each other Additionally, teachers can create real-world contexts through role-playing, letter exchanges, and interactive discussions, enhancing the relevance of the writing process.
The teaching of writing has shifted from focusing solely on the final written product to emphasizing the writing process, giving rise to the Process Approach in the 1970s This approach fosters students' ability to communicate their ideas, feelings, and experiences, prioritizing the reader's perspective by considering purpose, theme, and text type Writers must make critical decisions regarding how to start and organize their writing Recognizing writing as a process, students are allowed time to brainstorm ideas, create plans, draft initial versions, revise based on peer feedback, and edit before producing a final version Key features of the Process Approach highlight the importance of these stages in developing effective writing skills.
(1) focus on the process of writing that leads to the final written product
(2) help students understand their own composing process
(3) help them to build repertoires of strategies for prewriting, drafting, and rewriting
(4) give students time to write and rewrite
(5) place central importance on the process of revision
(6) let students discover what they want to say as they write
(7) give students feedback throughout the composing process (not just the final product) as they attempt to bring their expression closer and closer to attention
(8) encourage feedback from both the instructor and peers
(9) include individual conferences between teacher and students during the process of composition
There are various approaches to teaching writing as mentioned It is true to say that there is not necessarily any „right‟ or „best‟ way to teach writing skills
Comparing the Product Approach and Process Approach, Steele summarizes their differences in the table below:
* text as a resource for comparison
* more global, focus on purpose, theme, text type, i.e., reader is emphasized
*organization of ideas is more important than ideas themselves
* features highlighted including controlled practice of those features
* emphasis on end product Table 1: Differences between Process Approach and Product Approach
The analysis of various teaching approaches reveals that each has distinct strengths and weaknesses, and most classrooms incorporate techniques from multiple methods rather than adhering strictly to one In particular, the writing lessons in the new English 11 textbook integrate both the Product Approach and the Process Approach, resulting in a Combined Product-Process Approach that is increasingly popular and effective A recommended structure for a writing lesson using this approach begins with the presentation of a model.
Stage 2: Students work on the model, analyze its typical features, and pay attention to the language and structure of the model
Stage 3: Students work in groups/ pairs to find out the ideas for the writing topic/ task and produce an outline
Stage 4: Students write the first draft individually/ in pairs/ in groups The model is used for comparison
Stage 5: Drafts are exchanged Students give comments on each other‟s work
Stage 6: Drafts are returned and changes or improvements are made based on peer feedback
Stage 7: Students write final drafts
Stage 8: Final drafts are exchanged once more; students give response or reply to each other
An Overview of Motivation
Numerous studies on motivation theory reveal diverse perspectives from various authors, each offering unique interpretations Despite these differences, motivation is broadly understood as an abstract concept that reflects an individual's willingness to exert effort in pursuit of specific goals.
Motivation plays a crucial role in language learning, as highlighted by Carol (1962), who asserts that a learner's motivation directly influences the time dedicated to mastering a second language She emphasizes that increased motivation leads to greater investment in learning, underscoring its importance in the language acquisition process.
Motivation, as defined by Crookes and Schmidt (1991), is rooted in students' interest and enthusiasm for classroom materials and activities It is characterized by their persistence in learning tasks, which is reflected in their concentration and enjoyment levels Effective learning occurs when students find joy in their activities and are willing to put in the effort.
This thesis adopts Crookes and Schmidt's definition of motivation due to its direct relevance to language teaching and learning, highlighting the crucial role of student engagement When students show interest and persistence in learning activities, they tend to achieve better outcomes Additionally, this definition aligns with the research project's focus on examining students' interest, satisfaction, and concentration during various classroom activities Therefore, motivation is defined as the interest and enthusiasm for classroom activities, attention levels, effort and persistence in learning tasks, and the challenges posed by teachers' activities This definition will inform the design of a questionnaire survey aimed at assessing students' learning motivation in the study.
Motivation is crucial in foreign language learning, as it drives learners to set goals and fosters a positive attitude towards achieving them To succeed in mastering a new language, learners must maintain their motivation throughout the process Additionally, motivation benefits teachers by enhancing the overall learning experience Lite (2002) supports this notion, emphasizing the significance of motivation in language acquisition.
“Motivation is the backbone of any classroom When the students are motivated, the teacher can perform his/her job the best.”
Teachers recognize two primary forms of motivation: extrinsic and intrinsic According to Harmer (2001), extrinsic motivation arises from external factors, such as the desire to pass an exam or the potential for future travel opportunities In contrast, intrinsic motivation is driven by internal factors, including the enjoyment of the learning experience and the personal satisfaction of self-improvement.
According to theorists, there are some distinctions of types of motivation in foreign language learning: integrative and instrumental motivation; intrinsic and extrinsic motivation
Integrative motivation plays a crucial role in second language acquisition, as students who appreciate the culture and people of the target language tend to achieve greater success According to Falk (1978), learners who admire the society where the language is spoken are more likely to develop proficiency in their second language, particularly when they actively engage in social interactions within that community.
An integrative orientation, as defined by Gardner and Lambert (1974), refers to the motivation for learning a second language (L2) driven by a genuine interest in the associated culture and people of that language group This approach occurs when learners aspire to connect with and embrace the culture of the L2 community.
Instrumental motivation stands in contrast to integrative motivation, as it focuses on the practical benefits of learning a second language (L2) According to Hudson (2000), this type of motivation is driven by utilitarian goals Ellis (1994) highlights that learners may be motivated by functional reasons such as passing exams, securing better job prospects, or gaining admission to university These motivations underscore the educational and economic opportunities that L2 acquisition can provide.
Instrumental motivation is often a characteristic of L2 acquisition, where little or no social integration of the learner into a community using the target language takes place
Littlewood (1998), building on the work of Gardner and Lambert (1972), found that learners with instrumental motivation are primarily focused on how acquiring a second language can serve practical purposes, such as obtaining qualifications or enhancing job opportunities This type of motivation is characterized by functional learning goals, which can lead to successful outcomes in second language acquisition While incentives, such as financial rewards, may initially boost motivation, their effectiveness often diminishes once the rewards are removed.
Learners can experience both integrative and instrumental motivation when acquiring a second language (L2) While integrative motivation may be more effective in certain contexts, instrumental motivation can play a more significant role in others Additionally, the social environments surrounding the learning process greatly impact the type and intensity of motivation experienced by learners.
2.3.4 Intrinsic motivation vs extrinsic motivation
Intrinsic motivation is defined as the drive to engage in activities for their inherent satisfaction rather than for external rewards or punishments (Woldkowski, 1991) It emphasizes that the activity itself provides value, fostering a natural desire to tackle challenges while pursuing personal interests and utilizing one's abilities Key factors that support intrinsic motivation include competence, which is the confidence in one's skills; autonomy, the ability to perform tasks independently; and relatedness, the sense of connection with others through helping and social interactions.
Harmer (2001:51) gives an easily understandable definition that extrinsic motivation
“is caused by any number of outside factors such as: the need to pass an exam, the hope to of financial reward or possibility of future travel”
Writers largely concur that both intrinsic and extrinsic motivations significantly influence language learning Consequently, learners may be driven by internal or external factors, which can vary based on the specific circumstances and conditions of the learning environment.
Materials Evaluation
3.1 The concepts of materials evaluation
Evaluation is best understood as a continuous process rather than a final product, as highlighted by Nunan (1988) This perspective emphasizes that evaluation occurs throughout the material design phase The primary focus of evaluation is to assess whether the goals and objectives of a language program are being successfully met.
Evaluation, as defined by Tom Hutchinson and Waters (1993), involves assessing the suitability of an option for a specific purpose It requires determining the best solution among various possibilities based on a particular need and the resources at hand There are no definitive standards of good or bad; rather, it is about the varying degrees of fitness for the intended objective.
Materials evaluation entails identifying what aspects need assessment, establishing the objectives and requirements for the materials, and making judgments about their value based on these criteria.
3.2 The reasons for materials evaluation
Materials evaluation is essential for two key reasons: it helps identify the most suitable materials for specific situations and assesses the effectiveness of chosen materials over time.
According to Robinson (1991), evaluation plays a crucial role in quality control by assessing the advantages and disadvantages of the materials used in teaching This process enables educators to determine the effectiveness of these materials, guiding decisions on whether to reuse, adapt, or completely replace them to better suit specific teaching situations.
In short, the findings of materials evaluation will provide input for responsible people to evaluate the effectiveness of the materials
According to Hutchinson and Waters (1987), evaluation is a process of matching needs to available solutions Thus, the evaluation process is divided into four steps as follows:
The above steps are presented in the following diagram as the following:
Figure 1: The material evaluation process (Cited from Hutchinson and Waters, 1987, p 98)
According to Hutchinson and Waters, teaching materials, especially course books, must meet the needs of various stakeholders, including teachers, students, and sponsors It's crucial to maintain objectivity during the initial analysis, ensuring that subjective factors do not interfere with the evaluation process To achieve an objective match, it's recommended to assess needs and solutions independently Ultimately, however, the final decision will be based on subjective criteria.
On what bases will you judge material?
Which criteria will be more important?
What realizations of the criteria do you want in your course?
OBJECTIVE ANALYSIS How does the material being evaluated realize the criteria?
MATCHING How far does the material match your needs?
Another author, Littlejohn (1998) introduces the framework as follows:
Figure 2: A preliminary framework for materials analysis and action
The process involves two initial steps: describing the target situation and analyzing materials, both of which occur independently Following this, the next phase focuses on matching and evaluating the materials to assess their suitability for the target situation Finally, a decision is made regarding the selection of materials.
Both models, despite their differing steps, provide a framework for material evaluation In this study, we have selected the materials evaluation model proposed by Hutchinson and Waters as the primary framework for our assessment.
- The course (proposed aims, content, methodology, measures of evaluation)
1 What is their explicit nature?
2 What is required by users?
3 What is implied by their use?
MATCH AND EVALUATION How appropriate are the respects of design and the aspects of publication to the target situation of use?
ACTION Adopt the materials Reject the materials Adapt the materials Supplement the materials Make the materials a critical object
Various scholars have suggested different ways to help evaluators become more systematic and objective in their method of evaluation by using a checklist
Hutchinson and Waters (1987, p.99-104) suggest five evaluation criteria for objective and subjective analysis as follows:
- Audience: the learners and the materials intended for
- Aims: the aims of the course and the aims of the materials
The course is designed to enhance language proficiency through a structured approach, focusing on key language points and a balanced distribution of work across all macro-skills It encompasses various text types and subject-matter areas, catering to different levels of knowledge and a diverse range of topics Each unit is meticulously organized to facilitate effective learning, with a logical sequence that progresses throughout the course This ensures a coherent treatment of content, allowing learners to build upon their skills systematically within each unit.
- Methodology: theory of learning, learners‟ attitudes, kinds of exercises, teaching- learning techniques, aids, guidance/ support for teaching, the flexibility of materials
- Other criteria: price, quantities, availability
Sheldon (1988) presents a comprehensive set of evaluation criteria, including rationale, availability, user definition, layout/graphics, accessibility, linkage, selection/grading, physical characteristics, appropriacy, authenticity, sufficiency, cultural bias, educational validity, stimulus/practice revision, flexibility, guidance, and overall value for money He highlights the necessity for upgrading, modification, and extension of these criteria to meet specific situational requirements.
In this thesis, the researcher employed Hutchinson and Waters' evaluation model, as its criteria were deemed more manageable and aligned with the objectives of the study.
Material adaptation
As far as we know, adaptation plays a very important role in foreign language teaching
A good teacher is one who continually adapts their approach, as no textbook can serve as a fully effective teaching tool without modifications Textbooks often suffer from issues such as linguistic inaccuracies, outdated content, lack of authenticity, and insufficient variety Therefore, adaptation is essential to address these shortcomings, and various scholars have provided different definitions of what adaptation entails in the educational context.
In "Materials and Methods in ELT" (1993), McDonough and Shaw address the crucial topic of material adaptation, referencing Madsen and Bowen's 1978 definition that outlines various techniques for adaptation, including supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing, and modifying cultural or situational content.
Similarly, from Tomlinson‟s point of view (1998: xi), adaptation is referred to
Teachers often modify textbooks by reducing, adding, omitting, or supplementing content to enhance their effectiveness for specific learners This adaptability ensures that educational materials meet the diverse needs of students, reflecting a common practice among educators to maximize the value of textbooks in the classroom.
I base my thesis on, agree on some kind of change and addition when mentioning
Adapting materials is essential for enhancing accessibility and usefulness for learners, with the rationale behind these adaptations evolving as research and experience in language acquisition and teaching practices have advanced The two primary purposes for adaptation are to improve learner engagement and to accommodate diverse learning needs.
1 to make the material more suitable for the circumstances in which it is being used, i.e to mould it to the needs and interests of learners, the teachers' own capabilities and such constraints as time, or as Mc Donough and Shaw (1993:85) put it: “to maximize the appropriacy of teaching materials in context, by changing some of the internal characteristics of a course book to better suit our particular circumstances”
2 to compensate for any intrinsic deficiencies in the materials, such as linguistic inaccuracies, out-of-datedness, lack of authenticity (Madsen and Bowen 1978) or lack of variety
McDonough and Shaw emphasize the importance of maximizing the appropriacy of teaching materials by tailoring them to align with learners' interests and needs This approach not only stimulates student motivation but also fosters a classroom atmosphere conducive to effective learning When teachers modify course materials to better suit their specific objectives, their ultimate goal is to enhance student participation, thereby improving the overall learning experience.
Addition in educational materials involves supplementing content while considering time allocation This can be achieved through quantitative methods, such as providing a second reading passage that reinforces key linguistic features like tenses and vocabulary without altering the original model (McDonough and Shaw, 1993: 89) Alternatively, a more expansive approach to material addition introduces qualitative changes alongside quantitative ones, effectively transforming the overall system of content (McDonough and Shaw, 1993: 90).
Deletion serves as the opposite of addition, where materials can be either quantitatively extended or qualitatively expanded Similarly, when deciding to omit materials, the primary method of reduction is straightforwardly subtracting content.
Addition and deletion frequently occur in tandem, where content is removed and subsequently replaced with alternative material The impact of these changes is more pronounced when, for instance, grammar exercises are introduced following the removal of an unsuitable communicative function, or when a reading text is exchanged for a listening passage.
Modifying can be categorized into two interconnected aspects: rewriting, which involves altering specific linguistic elements, and restructuring, which focuses on effective classroom management.
Rewriting activities can effectively connect to learners' backgrounds and interests, introduce authentic language models, and present meaningful problem-solving tasks where answers are not predetermined This approach fosters engagement and encourages critical thinking, making learning more relevant and impactful for students.
Restructuring the classroom is often the most feasible adaptation for teachers bound by strict course books For instance, materials may include role-play activities tailored for specific group sizes, allowing educators to modify class dynamics while adhering to the prescribed curriculum.
Simplification is a modification technique that involves rewriting content to enhance understanding This process can target various language elements, including instructions, explanations, and the visual layout of materials, making it easier to see how different parts are interconnected While simplification is often applied to reading passages, it primarily focuses on adjusting sentence structures to align with the proficiency levels of specific learner groups.
This procedure involves rearranging the components of a course book, which can include altering the order of presentation within a unit or changing the sequence of units from their original layout.
Textbook adaptation occurs at three levels, with macro adaptation being the first and most effective when implemented prior to the start of a language program By comparing the textbook content with the syllabus or examination requirements, teachers can identify sections that may be excluded or need additional materials to enhance the learning experience.
THE STUDY
Research setting
2.1.1 The setting of the study
The study took place at Duong An High School, a rural institution located in Hai Duong province, which comprises 33 classes and employs 60 teachers across various subjects English is a compulsory subject at the school, where five dedicated English teachers instruct over 1,500 students from grades 10 to 12 The majority of these students hail from the villages and towns within the Binh Giang district.
Despite recognizing the importance of English, many students neglect the subject in school, with few opting to take it for university entrance exams Teaching English, particularly writing, faces significant challenges, including large class sizes of around 45 students, which hinder effective communication and feedback Additionally, many students struggle with English instruction due to their limited vocabulary and background knowledge, making it difficult to understand lessons when taught predominantly in English Furthermore, the lack of available reference materials and self-study resources, along with insufficient facilities like computers and projectors, exacerbates the learning difficulties.
Students typically have only four English classes each week, which limits their opportunities to practice and enhance their skills, vocabulary, and understanding of sentence structure Additionally, the lack of English usage outside the classroom further impacts their learning experience These factors significantly affect students' performance, particularly in writing.
The primary resource for Grade 11 English writing is the English 11 textbook, launched in 2007 This textbook, similar to English 10, adopts a communicative approach to language learning Each unit is structured into five components: reading, speaking, listening, writing, and language focus, featuring a diverse range of exercises and tasks to enhance students' skills.
The writing program at Duong An High School adheres to the Ministry of Education and Training (MOET) syllabus, focusing on enhancing students' writing skills Writing lessons constitute 20% of the 86-period English curriculum, with 16 units designed to familiarize students with real-life writing scenarios While lessons do not explicitly follow the stages of Pre-writing, While-writing, and Post-writing, initial tasks serve as preparation for the final writing assignments The required competencies for each writing lesson are outlined in a detailed table.
Unit 1: Friendship - Writing about your friend
Unit 2: Personal Experience - Writing a personal letter to describe a past experience Unit 3: A Party - Writing an informal letter of invitation
Unit 4: Volunteer work - Writing a formal letter expressing gratitude
Unit 5: Illiteracy - Describing information in a table
Unit 6: Competitions - Writing a letter of reply
Unit 7: World population - Interpreting statistics on population from a chart Unit 8: Celebrations - Describing a celebration‟s activities
Unit 9: The Post Office - Writing a formal letter to express satisfaction or dissatisfaction Unit 10: Nature in danger - Describing a location
Unit 11: Sources of energy Describing information from a chart
Unit 12: The Asian Games Describing the preparations for the coming Asian
Games Unit 13: Hobbies - Writing about a collection
Unit 14: Recreation - Describing a camping holiday
Unit 15: Space Conquest - Writing a biography
Unit 16: The Wonders of the world
- Writing a report on a man – made place
Table 2: Checklist of writing tasks in English textbook 11
Research design
This quasi-experimental study involved observations conducted before and after the experiment, alongside student questionnaires and interviews with English teachers and 11th graders at Duong An High School.
The study utilized a quasi-experimental design due to practical constraints, as true experimental research with randomly selected samples is unfeasible in a secondary school setting Despite using intact groups, the two groups were both in grade 11 and possessed comparable ability levels This approach remains valid, as it closely mirrors conditions typically found in educational contexts (Selinger & Shohamy, 1989: 149).
The study maintained the integrity of the normal teaching and learning environment by not removing the two selected groups, which enhances the validity of generalizing the results to the broader population This quasi-experimental approach is less intrusive and disruptive than true experiments, facilitating easier access to the subject population and streamlining the research process (Selinger & Schohamy, 1989: 149) Consequently, it saved the researcher significant time and effort in participant grouping, which was not feasible under the current conditions Overall, the quasi-experimental design emerged as the most practical and feasible option for the researcher, considering all these factors.
This study aims to investigate the impact of adapted activities on student motivation during writing lessons at Duong An High School Utilizing an experimental design, the research examines how these adapted activities in the English 11 curriculum (independent variable) influence changes in students' motivation and participation in writing lessons (dependent variable).
Independent variable: Adapted activities in English 11
Dependent variable: Students' motivation or participation in writing lessons
The study assessed the dependent variable through the writing scores of students in both control and experimental groups To evaluate student participation in writing lessons, researchers utilized observations conducted before and after the experiment, along with interviews, ensuring the methods were both valid and reliable.
In a study conducted at Duong An High School, two groups of 40 11th graders were involved, with one serving as the experimental group and the other as the control group, each comprising 20 students The researcher, who was also the teacher, delivered three lessons from the English 11 textbook to both groups, ensuring adherence to the lesson plans The control group received instruction through traditional methods, while the experimental group engaged in the same lessons with modified activities Observations of both groups were carried out with the help of three additional English teachers throughout the experiment.
Before and at the end of experiment observations aimed at measuring levels of participation of the two groups after three lessons
Following the experiment, a comparison was made between the participation levels of two groups, leading to conclusions about the impact of adapted writing activities on student engagement in writing lessons at Duong An High School.
Participants
This study involved 40 eleventh-grade students from two classes, 11A and 11B, at Duong An High School located in Binh Giang District, Hai Duong The analysis focused on the distribution of students across different performance levels, highlighting the percentage of those classified as "Excellent."
At Duong An High School, a public institution with over 1,500 students in grades 10 to 12, the distribution of students' English proficiency levels—categorized as "good," "average," and "under average"—is nearly uniform across classes The experimental group, 11A, consisted of 20 students (9 females and 11 males), while the control group, 11B, also had 20 students (13 females and 7 males) Both groups demonstrated comparable English proficiency, having studied the language for five years and performed similarly on previous exams assessing listening, reading, writing, and language skills Observations indicated that participation levels in English learning, particularly in writing, were relatively equal between the two groups.
Data collection instruments
This study involved class observations during three English lessons, each lasting 30 minutes and attended by three observing teachers The researcher utilized a checklist to evaluate key aspects, including the teacher's performance, student engagement, and feedback from the teachers.
Before the experiment, English teachers conducted observations of two classes during two writing periods to assess student participation levels The focus was on how actively students engaged in the lessons, and teachers collected writing samples to analyze differences in performance between the two classes, as well as to evaluate pre- and post-experiment improvements These initial observations were crucial, as they determined whether the research would proceed; if participation levels were deemed unsatisfactory, strategies would need to be developed to enhance student involvement The data gathered from these observations would serve as a baseline for comparing participation levels in both the control and experimental groups prior to any interventions.
The study involved observing the teacher and her instructional methods in both control and experimental groups across three identical lessons The control group followed the original English 11 activities, while the experimental group engaged with adapted activities The researcher then assessed and compared the motivation levels of students in both groups to determine if adapting textbook activities enhanced student involvement in writing lessons.
An interview was conducted with four English teachers from Duong An High School who have taught English 11 to gather insights on their evaluations of writing activities in the textbook The teachers shared their assessments of student participation and discussed the strategies they have implemented to enhance student engagement in writing tasks.
Surveys are a widely utilized tool for data collection in social sciences, offering several key advantages According to Gillham (2000), questionnaires reduce pressure on respondents, eliminate the risk of interview bias, and allow for straightforward analysis of responses.
When designing a survey questionnaire, it is essential to strike a balance between closed-ended and open-ended questions; too many closed-ended questions can feel imposing, while excessive open-ended questions may lead to longer completion times for respondents Additionally, it is important to consider that not all distributed questionnaires will be returned, and the reliability of the responses can vary significantly.
In this study, a questionnaire was selected as the primary data collection instrument to gather students' opinions and attitudes towards teaching and learning writing Students were asked to complete the questionnaire and return it immediately to the researcher.
A questionnaire consisting of ten questions was administered to students in classes 11A and 11B to assess their evaluations of writing activities in the textbook, their level of participation, and factors influencing their engagement in writing classes The identical questionnaire was provided to both the control and experimental groups to determine if there were equal levels of motivation and participation prior to the intervention.
Six students from the experimental group were randomly selected for interviews to assess their participation levels and attitudes towards the adapted activities in their lessons.
Data collection procedure
The researcher initially assessed students' knowledge levels to gauge their participation before the experiment A survey questionnaire was then distributed among two student groups to gather insights on their evaluations of writing activities and the factors influencing their classroom engagement To enhance data validity, the researcher also conducted interviews with four English teachers who had taught English 11, seeking their perspectives on writing activities, student participation, and strategies for improving student involvement.
The researcher conducted a study involving two groups of students, teaching both groups three identical lessons The control group utilized standard activities from the textbook, while the experimental group engaged in adapted activities To assess the effectiveness of the lessons, three additional English teachers observed both groups during the treatment After each lesson, follow-up interviews were conducted with six participants from the experimental group to gather additional insights for the research.
DATA ANALYSIS AND FINDINGS
Results from teacher interview
To get deeper answer to the first research question "What are teachers and students‟ attitude towards teaching and learning writing at Duong An high school?
The researcher conducted interviews with four English teachers who had previously taught English 11 at the school, using students' past results and a student survey as a foundation for the study Prior to the interviews, the teachers were briefed on the purpose of the discussions, after which they provided their insights on a series of predetermined questions.
Question 1 : Teachers’ evaluation on writing activities in English 11 (e.g.topics, variety of the activities, level of difficulty, communicativeness….)
Most teachers believe that the writing topics in English 11 are relevant to students, focusing on themes like friendship, sports, hobbies, and recreation However, one teacher disagrees, arguing that while some topics resonate with students, others—such as competitions, wonders of the world, and sources of energy—are less relatable and challenging for students to write about due to complex vocabulary and structures.
A significant majority of teachers, over 75%, reported that the textbook activities lacked variety The predominant tasks involved instructing students on what to include in their writing, resulting in a repetitive experience across lessons This similarity in tasks contributed to student boredom, highlighting the need for more diverse and engaging activities in the curriculum.
All four teachers expressed concerns about the difficulty of writing activities assigned to students in this rural school, deeming them inappropriate They noted that students struggled to comprehend the requirements and found it particularly challenging to write descriptions of charts without any model to reference.
Concerning the communicativeness of writing activities in the textbook, all teachers thought that it was good enough in general
Question 2: Do you satisfy with your students‟ participation in writing classes? How many percent of students actively involve in writing activities?
A recent survey revealed that 100% of teachers expressed dissatisfaction with student participation in writing classes, noting that most students only engaged in writing when prompted by their teachers Furthermore, three out of four teachers reported that only 10 to 15 percent of their students actively participated in writing activities during class.
In a recent lesson, only 4 to 5 students actively participated and engaged voluntarily, while the majority completed tasks only when prompted One teacher noted a slightly higher engagement rate of 20%, yet still expressed concerns about her students' involvement during the writing lesson.
Question 3 Do you usually follow activities in the textbook or adapt them? Can you name some ways of adapting textbook?
Many interviewees indicated that teachers should modify certain writing activities in the textbook, particularly in units 2, 7, and 13, as they found them inappropriate They expressed a desire to enhance student engagement by providing sample writings and simplifying pre-writing tasks, but hesitated due to concerns about the time and effort required One teacher noted that she frequently adapts textbook activities to make them more accessible, employing methods such as modification, addition, and replacement.
Question 4 According to you what are the factors affecting their participation in writing lessons?
Teachers identified several key factors contributing to the reluctance of Duong An students to engage in writing These factors include students' self-perceived low proficiency in English, insufficient background knowledge, the relevance of topics, pre-writing activities, and the teaching methods employed by educators.
Question 5 What have you done to increase your students‟ involvement?
To effectively motivate students in writing, many teachers rely on marks as rewards and evaluation tools Half of the educators surveyed reported that they modify and adapt textbook activities to better engage students This process involves creating more appealing pre-writing tasks, such as using illustrative pictures, facilitating group discussions, and incorporating games Additionally, teachers adjust the complexity of assignments to align with students' proficiency levels, fostering a more supportive learning environment.
The survey analysis and teacher interviews indicate that the activities in English 11 lack engagement and are overly challenging, hindering student participation To address this, we will explore whether implementing adapted activities during three writing lessons in the experimental class enhances student involvement This investigation aligns with the second research question of the study.
Results from the end of experiment observations
In this study, both the control and experimental groups were instructed on three identical lessons; however, the control group engaged in the original English 11 activities, while the experimental group participated in modified activities Throughout the experiment, the researcher and three additional teachers monitored the classes to assess any changes in student participation between the two groups The subsequent sections will detail the adaptations made for the experimental group.
The researcher conducted observations in class 11B using the same methodology, revealing that there was no alteration in the teacher's instructional approach All original activities from the English 11 curriculum were implemented as usual, resulting in student participation levels remaining consistent with prior observations before the experiment.
Adapted lesson: Unit 7: World population
Adapted activity: Part D-Writing: (English 11 , page 86)
Time: This adaptation was delivered on August 30 th , 2011 in class 11A at DA high school
The author of this paper concludes that the activity fails to assist students in effectively using expressions to describe chart information and lacks proper guidance on chart analysis Consequently, students are unable to produce the required paragraph in this writing lesson.
Last year, I noticed that my students were demotivated when assigned a writing task related to chart interpretation Although they continued to practice writing, the outcomes were disappointing, as their responses were often too brief and lacked sufficient detail about the charts.
Unit 7: World population: Part D: Writing
Lesson objective: By the end of the lesson, students will be able to write a paragraph of
100- 120 words, describing the information in the chart
Time Teacher's activities Students' activities
Task 1: Work in pairs Study the chart about the distribution of Vietnam population by region and complete the following paragraph using the given words or phrases
- Get students to work in pairs, study the chart and complete the paragraph more than double distributed unevenly ranks first accounts for populated rate
The chart shows the distribution of Vietnam population by region It can be seen that, the Vietnam population is (1) _ Central Highlands is least (2) _ with only 5%
The North Central Coast has a population that is 13% higher than the Central Highlands The Middle Lands of Northern Vietnam have a lower population compared to the South Central Coast The Red River Delta accounts for 19% of Vietnam's total population, while the Southeast region has a slightly lower percentage at 16% The Mekong Delta boasts the largest population among all regions, comprising 20% of the country's population In summary, the Mekong Delta has the highest population density in Vietnam.
- Study the chart and complete the paragraph
The Mekong Delta than in other parts of Vietnam
Task 2: Work in pairs Study the chart in the textbook and complete these sentences
- Get students to work in pairs, study the chart and complete the sentences in task 2 Example: (0): the world population
0 It can be seen that _ is unevenly distributed
1 Latin America and North America together have % of the world population
2 More than half of the world population lives in
3 The population of Europe is percent, nearly half of the population of
4 The population of ranks first, accounting for percent of the world population
5 Ranking second is with _ percent
7 The population of East Asia is more than double of the population of _
- Ask students to find out in task 1 and task 2 some expressions that can be used in chart description
- it can be seen that …
- more than double the population of
- half as much as/ nearly half of
- Study the chart and answer the following questions rank first/ last
Task 3: Ask sts to study the chart again then write a paragraph describing the information in the chart, using the sample writing in task 1
You should begin the paragraph with the sentence: The chart shows the distribution of the world population by region………
The global population distribution reveals that Asia is home to over half (58%) of the world's inhabitants, with South Asia leading at 32% East Asia follows as the second most populous region at 26%, significantly surpassing Africa's 11% Europe accounts for 15% of the population, nearly half that of South Asia Together, Latin America and North America represent 14%, while Oceania has the smallest share at just 2%.
The chart about the distribution of Vietnam population by region
- It‟s difficult for students to write about their collection because there is no model, clear steps to instruct students‟ writing
- It‟s non-interactive because students write individually all their writing
Time: This adaptation was taught on September 6th, 2011 in class 11A at Duong
Observation of adaptation 2: Class description:
Lesson objective: By the end of the lesson, students will be able to:
- write a paragraph about their collection
- know more structures and new words to describe hobby
Adapted lesson : Unit 2: Personal experiences
Adapted activity : Part D-Writing: Writing a personal letter about a past experience
Time: This adaptation was delivered on September 12 th , 2011 in class 11A at DA high school
The article highlights the challenges students face when writing personal letters about past experiences due to the lack of provided samples, useful language, and outlines This absence of resources makes it difficult for learners to effectively express their thoughts in letter form.
Observation of adaptation 3: Class description:
Unit 2: Personal experiences : Part D: Writing
Lesson objective: By the end of the lesson, students will be able to: Write a letter telling about one of the most memorable past experiences
Students’ participation in experimental and control group in three lessons at the
end of the intervention in term of marks
Table 11: Results of experimental group‟s participation
The data indicates a significant improvement in the marks of students in the experimental class compared to those in the control group In all three adapted lessons, a greater number of students in the experimental group achieved high marks, demonstrating the positive effect of adapted activities on student participation.
The adaptation of writing activities in the textbook by the teacher significantly engaged students, fostering their interest and excitement in expressing their ideas through writing This innovative approach not only provided students with valuable practice opportunities but also effectively addressed the shortcomings of previous lessons As a result, there was a notable increase in student participation in this experimental class.
Comparison of students’ participation in experimental and control group …
Table 12: Students' range in the two classes before and at the end of experiment
Level Control group Experimental group
The data comparison in Table 12 reveals that the control group showed little change, while the experimental group demonstrated a significant increase in the percentage of students achieving excellent marks and a notable decrease in those performing below average This outcome confirms that the adaptation of textbook activities positively influences student participation in Class 11 A at Duong An High School.
In order to have a deep understanding about the effectiveness of activity adaptation we should consider the students‟ attitudes towards the adapted activities in detail in the following section.
Follow-up student interview
Students’ attitudes towards the adapted activities:
At the end of each experimental lesson the researcher interviewed six students in the class to find out their attitudes towards adapting activities
All students expressed interest in the three lessons featuring new writing activities that differed from their textbook exercises The teacher implemented innovative methods and techniques that sparked students' curiosity Some students noted their tendency to imitate model sentences from the textbook without considering their appropriateness; however, engaging with adapted activities allowed them to articulate their thoughts and feelings in writing Others appreciated the teacher's activities, as they simplified tasks and enhanced motivation through varied approaches in the lessons.
When asked to evaluate their participation during the experiment, all students acknowledged an increase in their engagement and involvement in classroom activities They expressed a desire for teachers to continue implementing similar activities in the future.
The data gathered from classroom observations and positive student feedback in follow-up interviews clearly indicate that adaptation is essential and beneficial for enhancing student engagement in writing activities.
This chapter presents the research findings, revealing a significant difference in student involvement in writing activities between the control and experimental groups The results suggest that adapted activities can effectively motivate students during writing lessons at Duong An High School.
Summary of the study
The study's findings indicate that the research successfully addressed its objectives, which were to explore teachers' and students' attitudes toward writing skill instruction and to identify the reasons for adapting writing activities in the English 11 textbook at DA High School Additionally, the research assessed whether these adapted activities enhance student motivation during writing lessons.
The researcher identified that the writing lessons at DA High School are ineffective due to three main factors: a lack of engaging and diverse writing activities in the textbook, overly challenging requirements that do not align with the students' low proficiency levels, and insufficient background knowledge and vocabulary among the students These issues significantly contribute to low participation in writing classes, prompting the need for teachers to seek solutions for improvement A promising approach is to adapt the existing activities to better suit the students' needs.
The experiment's results, derived from observations and interviews with six students after each trial lesson, demonstrate the effectiveness of the adaptation technique in promoting student engagement in class activities By providing sample writings and useful language resources, the teacher successfully encouraged students to articulate their ideas, thoughts, and feelings during writing class, fostering a more interactive learning environment.
In conclusion, educators must adopt a flexible approach to textbook usage by thoughtfully selecting teaching materials and activities that engage and captivate students, ultimately enhancing their interest and involvement in the lessons.
Implications
This study demonstrates that adapted activities can significantly enhance student participation in English writing classes Effective writing activities, such as model giving, guided composition, brainstorming, question and answer sessions, and note making, can be strategically implemented to foster greater engagement The researcher asserts that these methods will effectively motivate students to actively participate in writing tasks during English class.
Limitations of the study
Even though this study has provided some evidences of the effectiveness of adaptation in three writing lessons, the study bears some limitations
The study's reliability is compromised due to its limited sample size of only 40 participants Additionally, using intact groups instead of randomly selected students hinders the researcher's ability to control extraneous variables that could impact the reliability and internal validity of the findings Factors such as classroom atmosphere, teacher attitudes and techniques, as well as students' gender, ability, and interest in learning English may also influence the levels of participation observed after the experiment.
Second, observation sheets, questionnaires and interviews which were used to measure students‟ motivation in this study were rather subjective Other data collection tools should be exploited in further research
Third, the research has not covered all forms of adaptation Modification, adding are some ones applied in this minor thesis.
Suggestions for further study
To address the identified limitations, future research should explore additional adaptation methods such as adding, replacing, or rewriting to diversify writing activities Furthermore, conducting a similar experimental study with a larger sample size across different schools could provide a more comprehensive assessment of the current writing activities in English 11 and offer suggestions for various adaptations.
Another suggestion rises for adaptation of activities in other skills such as reading, speaking especially in listening skill in English 11
The study has been completed to the best of my ability, though I acknowledge that mistakes and shortcomings may exist I welcome any comments and suggestions from readers to enhance the quality of this coursework.
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10 Hudson, G (2000) Essential introductory linguistics Blackwell Publishers
11 Hutchinson, T., & Waters, A (1993) English for Specific Purposes Cambridge
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PHIẾU ĐIỀU TRA NGHIÊN CỨU
Các em học sinh thân mến!
Phiếu khảo sát này được thiết kế để phục vụ cho nghiên cứu khoa học về việc "Thiết chỉnh các hoạt động viết trong sách Tiếng Anh lớp 11 nhằm khuyến khích học sinh trường THPT Đường An phát triển kỹ năng viết" Chúng tôi rất mong nhận được sự hợp tác từ các em để thực hiện đề tài nghiên cứu này một cách hiệu quả.
Xin các em vui lòng trả lời các câu hỏi sau đây Xin chân thành cảm ơn!
Em là học sinh lớp:………
1.Giới tính của em: a nam b nữ
2.Em đang sống ở: a nông thôn b thị trấn
3 Em học Tiếng Anh được năm
4 Lý do học tiếng Anh của em:
Hãy đánh dấu (√) vào các lựa chọn phù hợp hoặc đưa ra ý kiến khác ở những chỗ trống Các lý do có thể bao gồm: a Tiếng Anh là môn học bắt buộc tại trường; b Để có khả năng nghe và hát các bài hát tiếng Anh, đọc sách báo tiếng Anh, và xem phim tiếng Anh; c Để có cơ hội kiếm được một công việc tốt trong tương lai; d Để có thể đi du học sau này; e Lý do khác:
Trong giờ viết Tiếng Anh trên lớp, mức độ tham gia của em được đánh giá như sau: a Em rất thích Tiếng Anh nên thường xuyên tham gia b Thỉnh thoảng em tham gia khi có những hoạt động dễ viết, hợp sở thích c Em rất hiếm khi viết vì kiến thức nền của em kém và không có từ và cấu trúc để diễn đạt.
6 Yếu tố nào khiến em không có hứng thú và nhiệt tình trong giờ viết?
Em nhận thấy rằng kiến thức nền của mình còn yếu, thiếu từ vựng và cấu trúc để diễn đạt ý tưởng Các hoạt động trong sách giáo khoa khó hơn khả năng của em, trong khi chủ đề bài viết lại không hấp dẫn và các hoạt động viết không đa dạng Thêm vào đó, em không thích giáo viên của mình, điều này khiến em không muốn hợp tác trong quá trình học tập.
7 Theo em những chủ đề viết trong sách giáo khoa rất gần gũi với thực tế cuộc sống Đánh dấu (√) vào một chỗ thích hợp: a Rất không đồng ý b Không đồng ý c.Em không biết d Đồng ý e Rất đồng ý
8 Theo em, các hoạt động viết trong sách Tiếng Anh 11 rất thú vị Đánh dấu (√) vào một chỗ thích hợp: a Rất không đồng ý b Không đồng ý c.Em không biết d Đồng ý e Rất đồng ý
9 Giáo viên của em thường dạy viết như thế nào? Đánh dấu (√) vào một chỗ thích hợp: a Thầy (cô) thường dạy theo sách giáo khoa b Thầy (cô) thường xuyên thay đổi, điều chỉnh các hoạt động trong sách giáo khoa c Thỉnh thoảng thầy (cô) có thay đổi một vài hoạt động d Thầy (cô) thường bỏ các hoạt động trong sách giáo khoa đi, thay bằng các hoạt động bên ngoài
10 Em hãy đánh giá về các giờ học viết ở lớp em hiện nay: Đánh dấu (√) vào một chỗ thích hợp: a Rất không hiệu quả b Không hiệu quả c Em không biết d.hiệu quả e Rất hiệu quả
1 How do you evaluate writing activities or writing skill in term of topics, variety of the activities, level of difficulty, communicativeness?
2 Do you satisfy with your students’participation in writing classes? How many percent of students actively involve in writing activities?
3 Do you usually follow activities in the textbook or adapt them? Can you name some ways of adapting textbook?
4 According to you what are the factors affecting students’participation in writing lessons?
5 What have you done to increase your students’ involvement?
1 Các em có thích các hoạt động viết do giáo viên đưa thêm vào hoặc điều chỉnh từ sách giáo khoa không?
Nếu thích thì tại sao? Nếu không thích thì tại sao?
2 Các dạng bài tập và hoạt động trong phần viết có phù hợp với trình độ của các em hay không?
3 Em đánh giá như thế nào về mức độ tham gia của mình trong những giờ có thiết chỉnh các hoạt động trong sách giáo khoa?
Rất cảm ơn sự cộng tác của các em!
Observation of adaptation 2: Class description:
Lesson objective: By the end of the lesson, students will be able to:
- write a paragraph about their collection
- know more structures and new words to describe hobby
- Ask Ss to name the things people often collect
- Give scores and then praise the winner
Keys: stamps, dolls ,books, money…
- raise the question: “If you want to introduce your hobby of collecting something, what do you want to talk about?”
- Ask Ss to match the guidelines in Awith the
7 Plan for the future a In album, in boxes, on shelves b To relax, to kill time, to entertain c Collection of books, coins, stamps… d Continue to collect e Buy, ask, exchange… f Last year, long ago, g Into categories, ages, countries, colors,
- Give a sample paragraph of stamps collection (below)
- Get students to work in pairs, read the passage carefully and then answer the questions below:
1 What is the writer's hobby?
2 When did she/ he start collecting?
3 How does she/ he collect them?
Work in pairs, read the passage carefully and then answer the questions below
4 How does she/ he classify them?
6 Why does she/ he collect them?
7 What will she/ he do in the future?
- Check the answers from students and correct mistakes
-Get students to write a paragraph about their own collection? (Real or imaginary)
Sample paragraph of stamps collection
My hobby of stamp collecting began six years ago, and I enjoy gathering both local and foreign stamps from letters sent by friends and relatives I organize my collection by categorizing stamps into themes such as animals, flowers, and birds, which I keep in two separate albums—one for local stamps and another for foreign ones This hobby not only enhances my knowledge of the world but also improves my geography skills I plan to participate in stamp exhibitions to learn from experienced collectors and to showcase my collection in the future.
Unit 2: Unit 2: Personal experiences Part D: Writing
Lesson objective: By the end of the lesson, students will be able to: Write a letter telling about one of the most memorable past experiences
- Ask Sts to answer some questions
- Can you write a personal letter in English?
- Today I want you to write a letter about your past experience in English
- Ask more questions related to personal letter
1 How many parts does a personal letter normally have?
3 What do we normally write in the Salutation?
4 What do we normally write in the Closing?
5 Where do we normally sign the letter?
2 The heading, the salutation, (greeting), the body, the closing, and the signature
3 We normally write “ Dear or Hello” plus the name of the person we are writing to and a coma at the end
4 We normally write something like “ sincerely”, “ yours”, Love, cheers, best wishes, see you soon and after that we put a coma
- Have Sts give some of their past experiences?( being seriously ill, failing an exam; talking to a famous pop star, etc
(It happened …years ago/in …./ when I was …years old.)
2 Where it happened:- ( in my house/ at school / in the street)
3 Who was involved:- ( your family members/ your friends/ your relatives,….)
4 How it affected you: - ( it changed outlook life / it make me more careful/ it gave me more confidence in
…./ it taught me the lesson/…)
- Ask sts to pay attention to tense ( Past)
* Hang on the modal letter and ask Sts to read the following letter and complete the chart below
Last summer, I had an unforgettable vacation at my grandparents' house, where I enjoyed swimming in the river behind their home This experience, which took place a year ago, remains one of my most cherished memories.
While swimming with friends, I unexpectedly caught a cold, which left me feeling dizzy and weak Fearing I might drown, I was unable to call for help Fortunately, one of my friends noticed my struggle, swam over, and successfully pulled me to safety, ultimately saving my life.
Groupwork precious life is This event taught me to appreciate my life What about you? Have you got any unforgettable holiday that you would like to share with me?
How the experience affected you 6
2 A year ago, on my summer vacation
3 A river near my grandfather’s house
4 When I was swimming, I suddenly caught a cold I felt dizzy and was too weak to swim
5 Some of my friends were also swimming at that time One tried to save me
6 I learned that life is so important
Write a letter to tell your friends the most embarrassing experience in the same way
OBSERVATION SHEET (for control group) Evaluation on the suitability of the writing lessons in English 11
1 Are students interested in the writing lessons?
2 Is the writing lesson suitable with the aims of the course?
3 Do students have chance to practice writing?
4 Are students interested/ motivated in the writing lesson?
5 Are kinds of exercise/ tasks various and useful?