SKKN Some suggested activities for teaching the writing sections in the textbook English 10 at Dien Chau 2 High School

nal. Ex. The best part was .. / If I 
had made the video, I would have  
In addition, students can watch a short “How to” video that describes a process. 
There are some excellent sites with User Generated Content, Expert Village and 
eHow are recommended. After the students watch the video several times, they can 
write out the steps using transitions that the teacher lists on the board “First, first 
off, To begin, then, after that, next, most importantly, finally, last but not least, to 
finish” 
Sample: 
- Unit 5: Inventions: 
* PROCEDURE OF THE ACTIVITY: 
Stage Stage aim Procedure Interaction 
WHILE-
WRITING 
- Develop 
flexibility and 
creativity in 
learning. 
- To help students 
practise 
developing ideas 
and writing a 
paragraph. 
ACTIVITY: SHORT VIDEO 
- T divides the class into 6 groups 
and gives instructions of this activity 
to Ss 
- T plays a video about benefits of 
smartphone and gives times for Ss to 
think about it 
- T asks Ss to write down the 
the benefits using transitions words 
 “First, first off, To begin, then, 
after that, next, most importantly, 
finally, last but not least, to finish” 
- T checks their answers 
- T asks 6 groups to write a 
paragraph about the benefits of 
smartphone 
- Peer-feedback 
- T gives feed-back to Ss 
T-S 
S-S 
T-S 
S-S 
T-S 
28 
A product of students in this activity: 
29 
3.1.3 Look and Write: 
3.1.3.1 Pictures / Slideshows 
As mentioned above, Visuals are a powerful way to provide context and 
background for any writing. Teachers can use attractive, stimulating and “real” 
photos to prompt student writing. Then, students can describe a scene or a series of 
pictures from a slideshow. 
An excellent activity is to show a nice photo and get students to “guess” and write 
their guess in the form of the 5Ws. They answer all the 5w questions and then 
share their thoughts with the class. 
Moreover, teachers can show a picture and get students to write a story or use it as 
background for a writing prompt. 
Sample: 
- Unit 9: Protecting the environment 
30 
* PROCEDURE OF THE ACTIVITY: 
Stage Stage aim Procedure Interaction 
WHILE-
WRITING 
- To activate Ss’ 
knowledge about a 
protecting the 
environment. 
- To help students 
practise developing 
ideas and writing a 
paragraph. 
ACTIVITY: LOOK AND 
WRITE 
- T divides the class into 4 
groups and gives instructions 
of this activity to Ss 
- T shows some pictures about 
cleaning the environment and 
gives times for Ss to think 
about those pictures 
- T asks 4 groups to draw the 
pictures about protecting the 
environment and write a 
paragraph 
based on those pictures 
- T asks Ss to share their 
answers 
- Peer-feedback 
- T gives feed-back to Ss 
T-S 
S-S 
T-S 
31 
A product of students in this activity: 
32 
3.1.4 Think and Write: 
3.1.4.1 Describe and guess 
In this activity, teachers ask students think of a person / a place or a thing and write 
a description of them / it. After that, they are read out and others students guess. 
Besides, teachers can use Jokes and riddles which are also effective for this. Then, 
students write out a joke or riddle they know and they are read and other students 
try to guess the punchline. 
Sample: Unit 3: Music 
PROCEDURE OF THE ACTIVITY: 
Stage Stage aim Procedure Interaction 
WHILE-
WRITING 
- To motivate 
Ss’s writing 
process 
- To help students 
practise 
developing ideas 
and writing a 
paragraph. 
ACTIVITY: GUESSING 
- T divides the class into 6 
groups and gives instructions of 
this activity to Ss 
- T asks Ss to write a paragraph 
about a musician and remove 
some words in the paragraph 
- T asks Ss to show their 
answers and asks other groups 
to guess who are they 
- Peer-feedback 
- T gives feed-back to Ss 
T-S 
S-S 
T-S 
33 
 A product of students in this activity: 
34 
PART III: 
CONCLUSIONS 
1.1. Conclusion of the Study 
As stated previously in Part 1 of the thesis, the purpose of the research is to 
investigate the application of the task adaptation in teaching and learning of 
writing skill for grade 10 students with the new textbook “English 10”. Basically, 
the study has achieved its aim through thoroughly review of related literature and a 
combination of methods in designing and analyzing survey questionnaires for both 
teachers and students. 
As far as the theoretical background is concerned, the Literature Review 
presented main points related to writing and teaching writing, such as writing and 
its roles. Also, theories on writing activities were discussed because of their 
integral part in teaching writing skill. Besides, theories on textbook adaptation 
including adapting techniques and instructions for adapting textbook were 
mentioned. 
In order to investigate the reality of teachers’ experience in using adaptive 
activities in teaching writing and students’ opinions towards this method of 
teaching, a survey has been conducted with the participation of twenty teachers at 
some upper-secondary schools and one hundred 10th students at Dien Chau 2 
upper-secondary school. The results collected from the survey were then analyzed 
quantitatively and qualitatively. Important findings for the study have been drawn 
from this analysis. 
The results reveal that the application of adaptive activities in writing 
lessons can bring about desirable benefits to both teachers and students. The most 
important finding is that the adaptation of given tasks makes students motivated 
and feel easier to carry out writing tasks in writing classes. Since teachers are 
actually aware of these strengths of adaptive activities, they often adapt activities 
in their teaching process. Also, in teachers’ opinions, adapting activities in 
teaching makes their lessons more successful. However, teachers’ adaptation of 
activities in reality is still limited due to such many subjective and objective 
reasons as limited time, class size, mix-leveled students, lack of facilities, 
unsuitable provided activities, students’ learning style, etc. 
Thus, to some extent, the research has discovered the reality of teaching and 
learning the writing sections in the new textbook “English 10” through the findings 
drawn from the survey. Beside positive findings as mentioned above, it should be 
admitted the fact that teaching and learning English writing skills still have been 
far from satisfaction. Learning writing seems to be a burden to many students at 
upper-secondary schools. The possible reasons to account for this may partly lie in 
35 
the inadequate method of teaching. Therefore, whatever pedagogical approach is 
applied in writing teaching, it is desirable that writing skills should be integrated 
into the work of the learners, which needs to be made suitable for their objectives 
and levels of ability. A potential strategy to address to the problems of low writing 
proficiency and low interest in learning and teaching would be the implimentation 
of task adaptation. 
As for the implication of the study, some detailed suggestions are 
recommended within the wish to contribute to the improvement of the teaching and 
learning of writing skill with the textbook “English 10”. Besides, some suggested 
activities are also offered to provide teachers as a reference in order to promote the 
success of writing classes. 
1.2. Limitations of the Study 
 Despite the researcher’s effort, the study has shown some unavoidable 
mistakes and shortcomings due to the researcher’s limited experience and 
knowledge. 
 Firstly, one of the aims of the study is to investigate the reality of teaching 
and learning the writing sections in the textbook “English 10” at some upper-
secondary schools but the informants participated in the survey were limited; 
therefore the conclusions might not be completely convincing. 
 Secondly, all the items for selection in the questionnaires were designed and 
supported by the researcher. They could not cover all activities employed by 
teachers in writing classes. Therefore they cannot fulfill all aspects of the situation. 
 Finally, the analysis and findings of the study only based on the results 
collected from the questionnaires, thus the discussion might be incomplete. 
1.3. Suggestions for Further Research 
On the basis of the findings and the limitations of the study, several 
suggestions for further research are made. 
As indicated in the findings, both the teachers and the students have coped 
up with a number of difficulties in the reality of teaching and learning writing. One 
of these difficulties originates from the textbook itself. Therefore, an evaluation of 
the writing sections in the textbook from the teachers’ and students’ perspectives 
may be helpful. 
 In addition, studies on how to teach four language skills: reading, speaking, 
listening and writing through skill integration would be beneficial. 
36 
REFERENCES 
English Authors 
1. Brown, H. D. (2000), Priciples of Language Learning and Teaching, San 
Fransico State University. 
2. Brown, H. D. (2001), Teaching by Principle: An Interactive Approach to 
Language Pedagogy (Second Edition), Essex, Longman. 
3. Byrne, D. (1988), Teaching Writing Skills, Longman, London 
4. Dörnyei, Z. (2003), Questionnaires in Second Language Research: 
Construction, Administration, and Processing, Mahwad, New Jersey: 
Lawrence Erlbaum. 
5. Edge, J.(1993), Essentials of English Language Teaching, London: 
Longman.. 
6. Harmer, J. (2001), The Practice of Language Teaching, Longman. 
7. Hedge, T. (1988), Writing, Oxford University Press, Oxford. 
8. Lightbown, P. M. and Spada, N. (1993), How Languages Are Learned, 
Oxford University Press. 
9. McDonough, J.and Shaw, C. (1993), Materials and Methods in ESL, A 
Teacher’s Guide, Blackwell. 
10. Nation, I. S. P. (1990), Language Teaching Techniques, English Language 
Institute, Victoria University of Wellington, New Zealand. 
11. Prema Kumari Dheram, Feedback As a Two-Bullock Cart: A Case Study of 
Teaching Writing, ESL Journal Volume 49/2 April 19995, Oxford University 
Press. 
12. Raimes, A. (1983), Techniques in Teaching Writing, Oxford University Press. 
13. Robinson, P. (1991). ESP today: a Practitioner's Guide. Hemel Hemstead: 
Prentice Hall. 
14. Steele, V. (2004). Product and process writing, retrieved from 
writing/teaching-tips/product-process 
15. Tribble, C. (1996), Writing, Oxford University Press, Oxford. 
16. Ur, P. (1996), A Course in Language Teaching, Cambridge University Press. 
37 
17. Wallace Trudy, Stariba, Winifred E., and Walberg, Herbert J. (2004), 
Teaching Speaking, Listening, and Writing; Educational Practices Series-14, 
International Academy Education and International Bureau of Education. 
18. White, R.V. (1981), Approaches to Writing: Guidelines for Writing Activities, 
A Magazine for Language Teachers, RELC. 
Vietnamese Authors 
19. Nguyễn Bàng, Bùi Lan Chi, Trương Võ Dũng (2003), BA Upgrade: English 
Language Teaching Methodology, Teacher’s Workbook, Ministry of 
Education and Training. 
20. Lưu Quý Khương (2006), A Practical Course for Teaching English As a 
Foreign Language, University of Danang. 
21. Nguyễn Thuỷ Minh, Lương Quỳnh Trang (2007), Thiết Kế Bài Giảng Tiếng 
Anh 10- Tập Một, Hanoi Publisher. 
22. Nguyễn Thuỷ Minh, Lương Quỳnh Trang (2007), Thiết Kế Bài Giảng Tiếng 
Anh 10- Tập Hai, Hanoi Publisher. 
23. Thẩm Bích Phượng (2008), M.A. Thesis: Idea-Generating activities in 
Teaching Writing for High School Students, University of Languages and 
International Studies-VNU. 
24. Đoàn Thị Thuý (2009), M.A. Thesis: Difficulties in Teaching Writing Skills 
with the New Textbook Tiếng Anh 10 (The Standard Set) to the 10-Form 
Students at Lac Long Quan High School, Hoa Binh Province, University of 
Languages and International Studies-VNU. 
38 
APPENDIX 1: QUESTIONNAIRE FOR STUDENTS 
This questionnaire is designed for research purposes only and is done on an 
anonymous basis. All the information will be kept confidential. Your assistance in 
completing the survey is appreciated. Work as quickly as you can without being 
careless. 
Thank you very much for your cooperation! 
I. PERSONAL INFORMATION 
1. Full name: (optional) 
2. Age:  
3. Gender: Male: Female: 
4. Where do you come from? Rural areas: Urban areas: 
 5. How long have you been learning English? ............................................. 
II. QUESTIONS 
Each statement is based on your experience to complete the chart. There is no 
right or wrong answer. All your answers will be confidential and will be utilized 
for research only. Your opinion is very significant for this research. Based on your 
experience, please check the most appropriate answer to each statement. 
Put the tick (V) under the box: 
1. Which skill do you think is the most important in learning English? 
Listening Speaking Reading Writing 
2.How do you think about Writing sections in the textbook “English 10”? 
Interesting Suitable Unsuitable Boring 
1. Do you have any problems when learning writing sections? 
Yes 
( If yes, what are they ) 
No 
39 
Answer the questions below: 
2. What are your favourite activities at Pre-writing stage? 
3. What are your favourite activities at While-writing stage? 
.................... 
40 
APPENDIX 2: QUESTIONNAIRE FOR TEACHERS 
This questionnaire is designed for research purposes only and is done on an 
anonymous basis. All the information will be kept confidential. Your assistance in 
completing the survey is appreciated. Work as quickly as you can without being 
careless. 
Thank you very much for your cooperation! 
I. PERSONAL INFORMATION 
1. Full name: (optional) 
2. Age:  
3. Gender: Male: Female: 
4. Where do you come from? Rural areas: Urban areas: 
5. How long have you been teaching English? .................................. 
II. QUESTIONS 
Each statement is based on your experience to complete the chart. There is no 
right or wrong answer. All your answers will be confidential and will be utilized 
for research only. Your opinion is very significant for this research. Based on your 
experience, please check the most appropriate answer to each statement. 
Put the tick (V) under the box: 
1. What do you think about teaching Writing sections in textbook “English 10”? 
Easy Boring Difficult Very difficult 
Put the tick (V) under the box: 
Strongly 
Disagree 
Disagree Neutral Agree 
Strongly 
Agree 
2. All the Writing activities 
in the textbook are 
suitable for students 
3.Adapting activities is 
necessary to make lessons 
become interesting 
41 
4.You always use the 
activities besides the textbook 
to teach Writing sections 
3. You will utilize the new 
activities to teach Writing 
lesson in the textbook 
“Engliosh 10”