Manifestation of students‟ attention to the teacher‟s lecture
Class 1 Class 2 Class 3 Class 4 Class 5 Class 6
Put up questions for teacher
Begin to write at once when being asked
Manifestation of the students‟ positive response to journal writing
From the researcher's fieldnotes, the students' negative attitude in learning process descended step by steps through the class The data were illustrated in line chart as follows;
In both the first class and the second class, the students were not interested in the lesson They showed a little their passion to catch up with what the researcher said and some of the students in the class were ready to respond the researcher's questions, but most of them worried about their their composition which were shown in the fieldnotes
" In first class there were only 2 students who took part in answering questions, the others kept silent or expressed their worry during the lesson When they wrote their writings, most of them had problems with grammar content and vocabular They whisper" Làm thế nào" " Không biết"," Câu này viết ở quá khứ thế nào"," Tớ không nhớ" "( fieldnote 11th September, 2017)
At the third class, the students and the researcher started to have a good relationship, although there were some students kept talking The students were not shy anymore to ask questions if they did not understand They also seemed very interested to join the lesson They were enthusiastic to write their journals in this class They were curious to know the errors and correcting of their classmates' journals
" There were about 11 students to put up questions for teacher about how to start recount text, what to write in body part They spoke out what they thought quickly both in Vietnamese and English For example: they said " Em viết về kinh nghiệm làm em bối rối là 1 lần em đi nhầm dép của mẹ em đi học" , " Em rút ra bài học kinh nghiệm tiếng Anh là gì cô" "
On the fourth, the fifth and the sixth class, the students and the researcher had a good cooperation The researcher could handle the class well Most of the students started to be active among teaching- learning process They might raise their hands voluntarily in asking and answering questions from the researcher
" Most of students concentrated on writing, they were excited about correction activities They tried to write and exchanged their writing to their partners quickly
They made noise by saying loudly " Sao tớ lại sai chỗ này" " Cậu viết 2 câu này không liên quan đến nhau", " Lẽ ra chỗ này câu phải để quá khứ" , " Thiếu mất động từ rồi" "
In each of class, the researcher always required students to write about a certain topic to assess students' performance which was based on the assessment criteria adapted from Cohen ( 1994: 328) The students' scores were in detail in appendix 5
Below was introduced the number of students whose score below average
Table 3.1 Number of students with scores below average
Grammar Vocabulary Content Organization Mechanics Topic 1 25 (69,4%) 22(61,1%) 20(55,5%) 13(36,1%) 7(19,4%) Topic 2 24( 66,6%) 20(55,5%) 16(44,4%) 17(47,2%) 5(13,8%) Topic 3 20 (55,5%) 18(50%) 17(47,2%) 15(41,6%) 5(13,8%) Topic 4 14 (38,8%) 16 (44,4%) 15(41,6%) 14(38,8%) 6 (16,6%)
Content: Most students (70%) could state their ideas clearly and accurately There was an improvement in three last class Some of them ( 30,5%) only produced limited sentences
Organization: Many students (73 %) were able to identify the generic structure of a recount text
Vocabulary: 50% still made some errors in word form mastery which is rather significant
Grammar: Some students could produce sentences in past tense and wrote the sentences in a good structure Many of students (47,2%) made mistakes in past tenses especially irregular verbs
Time to generate ideas: Students have a progress of time management of ideas production At pre test, most of the students ( 80,5%) spent at least 10 minutues to generate ideas before starting to write However, the amount of time decreased gradually through classes and at the sixth meeting, most of students could limit the time generation in the range from 5 to below 10 minutes which indicated that students got an improvement in time management especially ideas production
Table 3.2 Time to think about the ideas among students
Time to think about the ideas in number of students
Topic 2 Topic 3 Topic 4 Topic 5 Topic 6
Chart 3.4 Time to think about the ideas in students Interview
After observing students to write journals and their assignments, the researcher decided to interview 7 students to reconfirm the results from observations and students' writing The students chosen to interview two persons who had limitation of ideas, three for lexico-grammar mistakes in below average or students with compositions in average level One student who were active to participate in the lessons, one could write well and got good or excellent scores
The results from interview transcripts showed that they could understand about recount text and got improvement of ideas It could be reflected from the interview transcript below
Time management: Students might get a progress in ideas development
R: Mất bao lâu để em hình thành và triển khai ý tưởng cho 1 chủ đề?
S: Thông thường là 5 phút Em tập brainstorming nên khá nhanh ( interview transcript 1) Students had difficuties in expressions, lexicon, grammar
R Những khó khăn em gặp phải khi viết nhật kí là gì?
S: Vẫn là từ vựng và ngữ pháp, em có thể nghĩ ra ý nhanh nhưng khi viết tiếng anh em lại thiếu từ và sai ngữ pháp ( interview transcript 2)
Students' expectations: reintroducing tense knowledge and increased grammar practice chances
R: Với khó khăn như vậy, theo em làm thế nào để giải quyết nó?
S: Em ôn lại ngữ pháp Em hi vọng cô ôn tập lại cho chúng em Em muốn làm nhiều bài tập về các thì quá khứ để ôn lại" ( interview transcript 3)
It was apparent that the difficulties students faced in writing process, which focused mainly on vocabulary and grammar were considerably coincided with the data from observations and students' writing performances
Generally, the implementation of the actions in the first cycle was successful enough in improving the students' writing skills even though some of the teaching and learning steps and the indicators in this cycle had not been achieved yet In this cycle, the researcher noted that there were three important points that appeared during the implementation of the actions: (1) The students‟ attitude toward writing was improving Students tended to be active and serious in performing the steps of writing and motivated in writing lessons (2) There was an improvement of time management to generate ideas in students (3) The students had many practice chances to write
From the result of the first cycle, it can be seen clearly that there were only one to reach the target, that was their high motivation toward journal writing Most of them were active in writing and engaged in writing activities However, regarding to writing performance, students only got improvement in time to generate ideas and they still found difficulties in expression, vocabulary mastery and grammar structures
Referring to what was identified as both positive and weaknesses above, the researcher decided to take the second cycle which focused on language features of past tense in order to make great improvement of the students‟ writing
3.3.2.Cycle II 3.3.2.1 Plan Possible reasons and solutions
In this cycle, the researcher tried to overcome the problems to improve students‟ writing by finding the reasons of these issues Observation, interview and class work were the techniques used to find out the reasons for students‟ less motivation in the classroom with the use of “look, think and act cycle” (Reason &
Time to think about the ideas in students
Rationale
English plays an important role in most of the world‟s entire population‟s lives It can be used to develop a relationship in international forums and to strengthen the link between the nations in the world It is also used for job prospect, promotions, academic function, and business interactions Consequently, many people tend to master English to be more competitive in globalization With the goal of using English as a second language, the Vietnamese Ministry of Education approved a 10-year National Plan for “Teaching and Learning Foreign Languages in the National Formal Educational System in the Period of 2008-2020” (Decision N˚1400, 2008) shown " By the year 2020 most Vietnamese youth who ever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently " Obviously, to be acknowledged as having mastery in English, the language learners should master the four language skills including receptive skills, such as listening and reading, and productive skills, such as speaking and writing It means that students should be able to use English either receptively or productively and writing as one of the four language skills is a part of syllabus in English teaching However, Harmer (2004) states that making good writing is more complex than producing speaking Different from speaking, writing is more difficult to acquire because there are many aspects related to writing which need to be mastered, such as organization, mechanics, and grammar In fact, being able to speak in English is not enough, people sometimes need written form In the globalization era, many aspects of life need writing skill as a part of the requirements
However, based on the observations conducted by the researcher while doing the research in a high school in Yen Bai province, the researcher found out that there were some problems appeared in the English teaching and learning Among the four language skills: listening, speaking, reading, and writing, the writing skills
Firstly, the students' motivation to write was low Some students were unconfident and reluctant to write They found writing boring, difficult to learn and hard to write well with a specific topicor task They had little experience of writing and might be very anxious about having to write marked by a tutor Most students even judged themselves that they were not good at writing They thought that they did not have talents in writing Actually, those kinds of thoughts often burdened themselves and influenced their attitudes towards writing So, the result was that they tried to avoid writing, and when they did the writing, they did not give their best effort
Secondly, students' writing ability was not good which can be seen from the process of generating ideas, grammatical features, and organization and vocabulary
Predominantly, high school students had difficulties in generating ideas mostly The students did not know what they to do and what to write When starting to write, the students often ran out of the ideas and they took a plenty of time to think it out and they even did not remember how to write some common words and when they had already got the ideas of what to write about, the limit of vocabulary, grammar, and sentence organization made them dificult to convey their ideas properly
In addition, the lack of practice was the problem The teacher did not give enough writing practices both in the classroom and outside the classroom Teacher rarely gave the students opportunities to experience the process of writing and merely explained the theories of making good pieces of writing without actual practices
Based on the phenomena above, the teacher needs to find alternative teaching techniques which can encourage and motivate the students in the writing class, and also can improve their writing skills Langan (2008 & 2011) states that writing is a skill, it makes sense that the more they practice to write, the better their writing will be He also proposes that keeping a journal can be an excellent way to get practice in writing Since the main problems, in this case, are the students' lack of practices, their low writing attitudes, limitation of vocabulary and grammar knowledge, this urges the researcher to conduct the minor research “ An action research study on keeping a writing journal to improve 11th grade students’ writing at a high school in Yen Bai province ”
Aims of the study
With the above rationale, the main aim of this research is to change in students' attitudes toward writing and their writing performances
To achieve this aim, some specific objectives are defined as follows:
(1) To identify the problems rising before and during research
(2) To find out how to implement journal writing
(3) To show how students‟ attitudes and their performances are improved after being taught to write journals
Research questions
The study is carried out in order to find the answers for one research question:
How effective is journal writing in improving students' attitudes and their writing performances?
Methods of the study
In order to achieve these objectives, this research adapts an action research which is conducted in two cycles The qualitative data is collected through observations and fieldnotes to measure students' attitudes and their performances in writing lessons Besides, informal interviews with students are carried out to collect more information and to reinforce the findings from observations.
Scope of the study
This study aims at implementing journal writing and the effects of journal writing on 11 th grade students‟ writing in a class at a high school in Yen Bai province However, because of time and my knowledge, I could not cover all aspects of this theme I only focus on procedures and the impacts of journal writing on students' attitudes and their performances.
Significance of the study
This study expected to give a precious contribution to :
This study is an attempt to apply journal writing to mitigate the problems in students' writing, the researcher expects to provide an example of how journal can be used to teach writing in context of Vietnam
To the other researchers who wish to discuss the topic journal writing, the study could be a beneficial reference with meaningful insights from the findings It can inspire the other researchers to conduct further studies on the use of journal writing to improve students' writing in any level of education
To the students, especially the 11 th grade students at a high school in Yen Bai province, this study is expected to improve their writing Hopefully, the implementation of journal writing would be part of the students' way of finding their own voices in writing and also to enhance their creativity and confidence in writing English
To the English teachers, the research aims at giving new alternative medium of teaching for English teachers which have been proven to be effective The teachers can apply the journal writing as a part of the teaching tool for better results
Design of the study
The study is divided into three parts:
Part A, INTRODUCTION, presents the rationale for the study, the aims and objectives, the research questions, the scope, the methods, the significance, and the design of the study
Part B, DEVELOPMENT, consists of four chapters
Chapter one, LITERATURE REVIEW, provides an overview of the theoretical background and the previous researches related to the study
Chapter two, METHODOLOGY, restates the research questions and describes the setting, the participants, and the research methods of the study
Chapter three, RESEARCH FINDINGS, displays a detailed discription of data analysis Besides, the chapter also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers and the students and other researchers
Part C, CONCLUSION, briefly summarizes the study, the recommendations are proposed and makes some suggestions for further studies
PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Introduction
This chapter reviews prominent literature to support the research To begin, I first provide an overview of writing, teaching second language approaches Then I will give brief information onjournal writing and recount text which directly involve in problems discussed and overview of previous studies related to present ground
In language teaching, writing is seen as a productive skill and defined in various fields by famous researchers
Zamel ( 1982, p.195 ) states "writing is a process through which meaning is created" According to Ur (1996) “most people acquire the spoken language (at least their own mother tongue) intuitively, whereas the written form is in most cases deliberately taught and learned” (1996, p.161) He added that “writing normally requires some form of instruction It is not a skill that is readily picked up by exposure” (1996,p.11)
Raimes (1983) states that writing is not just speech written down on paper It means that writing is a form of the written language generally demands standard forms of grammar, organization, and vocabulary
According to Diana (2007, p.7), writing was seen as a skill that was essentially learned, not taught, and the teacher's role was to be non-directive, facilitating writing through an encouraging and cooperative environment with minimal interference
Byrne (1988) gave a long and complex definition which might be summarized as follows: writing is the act of forming graphic symbols (letters or combinations of letters) which were arranged to form sentences, and we produced a sequence of sentences arranged in a particular order and linked together in certain way, on a flat surface of some kind
In conclusion, it can be stated that writing is one of the language skills which need a physical and mental process of students to express ideas, feelings, experiences, messages and opinions through words Furthermore, writing is a productive skill, so it is writing that provides students with chances to put the language itself and practice communicative skills at the same time Through the act of writing students will realize what they are already good at and what they still need to learn to become better
In this section, the researcher is going to briefly discuss some approaches to teaching L2 writing
This approach belongs to the Audiolingual methodology which was widely popular in the second half of the last century As previously stated, the Audiolingual method focuses primarily on speaking and secondarily on writing to strengthen speech through mastering grammatical forms According to Silva (1990), the controlled approach is an accuracy-focused model that teaches writing through introducing L2 learners to model paragraphs and asking them to modify them by changing pronouns, and tenses In addition, to play with the sentence tense or aspect, learners may also adapt those paragraphs by adding, combining, replacing or deleting some sentences In that approach, students are encouraged to focus on writing error-free sentences while the teacher‟s job is to mark students‟ papers and correct any errors
It is clear that the correctness of written products plays an important part in teaching writing However, good writing involves more than correct spelling and punctuation A learner does not learn writing by achieving mastery of written forms
Rather, they learn to write through practicing writing in a meaningful situation where they feel the need to write and develop confidence in their own writing abilities
The free-writing approach aims at developing students‟ ability to express themselves and generate ideas without worrying too much about errors which are considered natural (Raimes,1983; Grabe & Caplan,1996; Elbow, 1998b) In other words, this approach values writing fluency over accuracy Learners are encouraged to compose on topics that interest them while teachers read students‟ products, commenting on the content without providing any structure or mechanical corrections To help their students learn free-writing, some teachers ask students to write continuously, in class, on any topic of their choices for a certain period of time (Elbow, 1998b; Hacker, 2004) At the beginning, students find it difficult to decide on a topic, but they eventually become used to it Students also learn to consider their audiences, who are most likely their teachers or classmates
This approach seems effective to value fluency However, in some cases, students are soon disoriented or disappointed as their limitation of vocabulary, or the product is a mess, disorganization or incoherence
This approach is based on the fact that writers from different cultures organize discourse differently Students are required to copy model paragraphs, analyze them, and write their own paragraphs following the organization of those models They may also write topic sentences for the analyzed paragraphs, delete sentences, add others, or write a conclusion to make the text more coherent (Raimes, 1983) The paragraph-pattern approach seems to be nothing more than a revised version of the controlled writing approach in that it focuses on paragraphs not sentences It stresses that proficient writing depends on the writer‟s ability to creative Writing is a process that should emanate from the writer‟s own background knowledge, needs, and interests The above mentioned approaches focus, in one way or another, on the final product Little if any effort is dedicated to teaching students strategies or any cognitive operations involved in composing a coherent piece of connected discourse
This approach flourished in L1 writing contexts in the 1960s-1990s and then was soon after adopted in L2 writing pedagogy In the process approach, the emphasis is shifted from the product to the process through which writing is produced Proponents of this approach believe that the finished product is a result of complex nonlinear processes of prewriting, writing, and post writing activities (Casanave, 2003; Hyland, 2003) According to Flower (1985), thinking stage helps students to identify the rhetorical problem, plan a solution or series of solutions to the problem and finally conclude appropriately This stage can follow the sequence below:
Generate ideas ->Select ideas -> Group ideas - -> Order ideas
In the view of Hedge (1990), the process contains a lot of stages which can be illustrated as follows: “ being motivated to write- getting ideas together- planning and outlining- making notes- making a first draft- revising, replanning, redrafting- editing and getting ready for publication
Williams (1989) points out that effective writing instruction in the process approach focuses not on the finished product, but on helping students go through the overlapping stages in which that product is composed (p 8) The biggest challenge for writers lies in producing the first draft that can be revised through receiving feedback from teachers and colleagues Hyland (2003) states that in the process pedagogy, writing is learned, not taught in an environment where the teacher is expected to work as a writing facilitator; assisting learners to express their
Overview and summary of the thesis
The study aimed to change students' attitudes toward writing, to improve the students' writing performances and found the answer for research question suggested in the study: "How effective is journal writing in improving students' attitudes and their writing performances?" The study was conducted at a high school in Yen Bai province and started from April to December 2017 The participants of this research were the students of eleventh grade, the English teachers at school, the researcher and a collaborator This research employed action research The new technique, in this case, was to use journal writing on recount text Unlike many previous researches using journals to improve writing ability where the subjects of study wrote freely what they thought in their minds or any topic they wanted, the researcher applied journal writing with the concrete guidelines by teaching them directly and commented their writing performances at certain topics regularly Action research was adopted in research and conducted in two cycles; cycle one and cycle two The study data were collected by means of semi structured interviews, observation checklists and field notes The rudimentary investigation indicated that the problems in students were the lack of practice, low writing attitudes, ideas limitation, lexico- grammar mistakes After implementing the journal writing, analysing the collected data, the findings showed the students motivated in writing journal and they got improvement in time of generating ideas
However, students found difficulties in vocabulary and grammar structures
Dealing with those weaknesses, the researchers used grammar review strategy and the students became more positive in writing and they were willing to write and built themselves their own writing habits Moreover, interaction in class was
The present study reinforced the findings of the previous study which concured that journal writing could improve students' attitudes and writing performances The most important one is that guided journal writing may contribute to better students' learning performances, they found it easy to write and it is practical to make it as a habit as well as to create a friendly study environment
The drawback of journal writing is time consuming, which can deal with the changes in entire comment process not in final product or encourage students to engaged in correction Regarding to perception of journal writing as a girly activity, it would take a lot of time to convince students to change in their mindset
For contemporary solution, writing e-mail or using social network like facebook may be useful for students to avoid false perception of writing journals and to build a writing habit.
Limitations of study
Due to the limitation of time, references and ability, in the study, there are some unavoidable limitations
First, this study is an action to deal with the predominant problems at a high school in Yen Bai province However, with the limited number of participants, the results of the study may not be generalized to all students and teachers from other high school in Vietnam In fact, it only serves as reference information for high schools with the students and teachers with similar characteristics as those in this study
Secondly, there are still many other barriers related to students‟ writing in learning writing process have not been explored in this study
In addition, culture and students' characteristics are also resulted in problems in students' learning writing, but they have not been presented
Finally, journal writing is only one of various methods to support students in learning writing process It may not the most suitable to help students to mitigate writing problems
Implications
Based on the results of this study, the writer would like to give some implications for those who want to use journal writing as a valuable way of practice to enhance the students' writing skill of the students They are:
Firstly, journal writing can be valuable for the teacher to apply in the classroom, not only in writing skill but also in other skills like reading, speaking or listening in the effort of gaining the quality of the students in learning English in general
Secondly, the activities of journal writing can further be the alternative ones which are interesting to do in the classroom The process of journal writing, therefore, can also be done at different levels of education in order to improve the students‟ flow, enthusiasm, and autonomy in the writing process
Lastly, it can encourage other researchers to conduct similar studies dealing with improving students' writing ability in writing recount text by using journal writing
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CÂU HỎI PHỎNG VẤN SINH VIÊN ( Trước vòng 1)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với em? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Em đã học các thể loại văn viết nào ?
2 Hãy kể cách thức viết một vài loại văn bản mà em học?
3 Khi em viết văn ( ví dụ văn trần thuật ), em bắt đầu thế nào? Sau đó? Kết thúc?
4 Với em, khó nhất là vấn đề gì khi viết? Cách giải quyết của em khi gặp khó khăn là gì?
5 Thông thường, em luyện viết văn thế nào? Hàng ngày, thỉnh thoảng hay chỉ trên lớp?
6 Trên lớp, em mất bao nhiêu phút để hoàn thành bài viết của mình ? Thông thường được bao nhiêu từ?
7 Trên lớp, giáo viên cho em viết bao nhiêu thời gian? Em cần bao nhiêu thời gian dành cho việc viết trên lớp ?
8 Khi viết, em hỏi giáo viên hay em bè nếu em gặp khó khăn bao nhiêu lần? em hỏi thế nào ?
9 Em luôn hài lòng với bài viết của mình? Nếu hài lòng em hài lòng ở điểm gì?
Nếu không, điểm nào em không hài lòng nhất?
Các câu hỏi gợi ý khác:
- Em mong đợi giáo viên của mình làm gì để tạo hứng thú cho em trong các giờ học viết?
- Các hoạt động nào em thích nhất trong giờ học viết ?
- Em nên làm gì để tạo hứng thú cho chính mình trong giờ học viết ? (Thank the individual for participating in this interview Assure him or her of confidentiality of responses and potential future interviews.)
CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vòng 1)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với bạn? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Theo em, hoạt động dạy viết dùng nhật ký ghi chép so với các hoạt động khác em từng học thế nào ?
2 Em hãy kể lại cách em viết bài trên lớp ví dụ như trong buổi học gần đây nhất ?
3 Trong bài em dùng thì gì? Tại sao dùng nó?
4 Mất bao lâu để em hình thành và triển khai ý tưởng?
5 Những khó khăn em gặp phải trong viết nhật kí trong các buổi học là gì?
6 Với khó khăn như vậy, theo em làm thế nào để giải quyết nó?
7 Em tham gia trả lời các câu hỏi do giáo viên đặt ra bao nhiêu lần? Với em cái nào hiệu quả hơn, làm việc một mình, theo cặp, hay nhóm?
8 Theo em, giáo viên nên thêm hoặc bớt phần gì khi dạy? Tại sao em có ý tưởng như vậy?
9 Em đã đạt được những gì trong các bài văn viết tiếng Anh trong lớp học này?
CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vòng 2)
- Tên em là gì? Em bao nhiêu tuổi?
- Em có muốn học tiếng Anh không? Nếu có, tại sao? Nếu không, tai sao không?
- Trong chương trình học, kỹ năng nào quan trọng nhất với em? Em giành nhiều thời gian cho kỹ năng nào ? Tại sao?
- Em nghĩ gì về viết nhật ký bằng tiếng Anh? vai trò của nhật kí đối với khả năng viết của mình?
II Kiểm tra và khai thác thông tin
1 Em cảm thấy thế nào khi học viết văn kể sử dụng nhật ký ghi chép?
2 Em có cảm thấy rằng việc sử dụng viết nhật ký ghi chép có thể cải thiện khả năng viết văn kể của em không?
3 Theo em, những tiến bộ nào em đạt được và mặt nào em chưa đạt trong quá trình thực hiện viết văn bằng cách sử dụng nhật ký ?
4 Khó khăn lớn nhất mà em phải đối mặt trong quá trình viết nhật ký ghi chép ?
5 Em nghĩ phản ứng của giáo viên đối với bài viết của em ra sao khi em viết nhật ký ?
6 Theo em, muốn tiến bộ trong viết, chúng ta phải làm gì? Em có đề nghị gì nhằm cải thiện kỹ năng viết của mình liên quan đến giáo viên, cơ sở vật chất, về môi trường học, về bản thân và về bạn bè xung quanh?
Length of period: 45 minutes Date: Wednesday, 14th,September 2017 Place: Classroom 11A1 Content: writing: Personal experience
Some feel sad, some are sleepy
Students' actions in the writing period
Students are noisy and not ready to get to pre-teaching stage
Students work in group of four but they are noisy and just some of them work, the others talk and do their private things
-Some students do not take notes
- Students are excited in teamwork or group work
Students' voice Students work in group of four but they are noisy and just some of them work, the others talk and do their private things
- Class is noisy as some students discuss about content of lesson, some only chat
Students' activities Only 3 students write sentences in terms of name, age, sex Most students do not remember the way to write -Teacher does not move around the class but stands near the table
-Students begin to write -Students write attentively and hard
- Teacher needs to get more attention from students
Teacher's activities - Explain the order of the lesson
T asks other Ss to comment on their friends' answers and gives his/ her own feedback
- Speak in Vietnamese 3/4 total of 45 minutes
Teacher seemed not to pay attention to students' comments
Writing Topic : embarrassi ng experience
- put up questions for teacher
- begin to write at once when being asked
- attempt to get teacher's attention
- interrupt neighbour' work with unconcerning questions
- show the anxiety on the face
Items to be assessed Guideline
1 Content a Do you understand the story?
( Em hiểu câu chuyện không? ) b Does the recount text have 5W+1H questions?
( Bài văn có trả lời cho câu hỏi cái gì, ở đâu, khi nào, ai , tai sao và thế nào không? )
(What, Where, When, Who, Why, and How) c Does the writer use enough linking words or sequential words
( Người viết có sử dụng đủ từ nối hay từ chỉ số thứ tự không? )
(first, next, them, after that, finally, etc)?
( Nếu không, ta nên làm gì? )
where he or she should put sequential work
( Nếu không, cho bạn vài gợi ý )
Has he/she used the correct tenses (verb) in his/her recount text?
( Cô ấy/ Anh ấy có dùng đúng thì trong bài văn không )
( Nếu không , đề cập đến lỗi và sửa chúng)
Has he/she used the appropriate and correct vocabularies?
( Cô ấy/ Anh ấy có dùng từ vựng phù hợp không? )
( Nếu không , nhận xét và gợi ý )
E ( Excellent), G ( Good), A ( Average), P ( Poor), VP ( Very Poor)
