(Skkn 2023) some suggested activities for teaching the writing sections in the textbook “english 10”

TEACHING EXPERIENCE: SOME SUGGESTED ACTIVITIES FOR TEACHING THE WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” Subject: English B NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DIEN CHAU HIGH SCHOOL SOME SUGGESTED ACTIVITIES FOR TEACHING WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” (MỘT SỐ HOẠT ĐỘNG GỢI Ý CHO VIỆC DẠY KỸ NĂNG VIẾT TRONG SÁCH GIÁO KHOA “TIẾNG ANH 10”) Subject: English Writers: LE THI NGAN HO VAN TUAN PHAM THI HUONG GIANG Group: English Phone number: 0918 020 229 School year: 2022-2023 TABLE OF CONTENTS Page TABLE OF CONTENTS PART I: INTRODUCTION 1.1 Rationale 1.2 Purposes of the Study 1.3 Scope of the Study 1.4 Organization of the Study PART II CONTENTS CHAPTER I: LITERATURE REVIEW 1.1 Teaching Writing 1.2 Material Adaptation CHAPTER II: THE STUDY 11 2.1 An Overview of the Textbook “English 10” 11 2.2 Methodology 12 2.3 Findings 14 2.4 Discussion 22 2.5 Summary 24 CHAPTER III: SOME SUGGESTED ACTIVITIES FOR TEACHING WRITING SECTIONS 25 3.1 Suggested Activities for Teaching Writing 25 PART III: CONCLUSIONS 35 1.1 Conclusion of the Study 35 1.2 Limitations of the Study 36 1.3 Suggestions for Further Research 36 REFERENCES 37 APPENDICES 39 PART I: INTRODUCTION 1.1 Rationale It is undeniable that the English language has gained more and more significance in every aspect of society in general and in education in particular Realizing the importance of English in education, many policies and renovations have been promulgated in teaching and learning English during the recent years In an attempt to innovate Vietnamese education to meet the demand of the society in the process of integration and development, the Vietnamese Ministry of Education and Training has reformed English textbooks concentrating on the four skills: speaking, listening, reading and writing for secondary school students since the school year 2006-2007 With this reform, both teachers and students have certain advantages and disadvantages in mastering the four skills in the process of teaching and learning English Of the four skills, writing, in general, is considered the most difficult one for not only students but teachers to master In writing section in the textbook “English 10”, students are asked to perform tasks of various kinds such as descriptions, narratives, letters, etc However, it seems that some of the writing tasks in the new textbooks have not supported students’ language acquisition appropriately Besides, teachers also face certain difficulties in teaching writing skills Being a teacher of English at upper-secondary school for years, the researcher has understood the reality of teaching writing in English The researcher realizes that the upper-secondary school students in general and 10th form students in particular not acquire writing skill efficiently They seem to follow the requirements of writing tasks in each lesson in order without achieving the objectives of the lesson through completing the main tasks with appropriate skills Because of the practicality in teaching English writing, this study was carried out, entitling “Some suggested activities for teaching the writing lessons in the textbook “English 10”” The study is intended to investigate types of activities teachers use in their writing classes and the efficiency of these activities as well In addition, it also seeks to find out to what certain extent these activities have influence on students’ study achievements Finally, through the study, some suggestions are offered so that teachers can adapt the writing tasks in the textbook appropriately to improve students’ writing skill 1.2 Purposes of the Study The purposes of the study are: - to find out the challenges that teachers and 10th form students face with in teaching and learning writing skill - to investigate how the writing sections in the textbook “English 10” have been taught at upper-secondary schools with particular reference to task adaptation - to suggest some activities for the adaptation of the tasks in the writing sections 1.3 Scope of the Study The study only focuses on suggesting common activities used in writing teaching and their benefits to 10th form students at some some upper-secondary schools in rural areas of Nghe An province From the findings of the research, suggested activities will be given to improve teaching English writing to 10 th form students 1.4 Organization of the Study Beside the abstract, bibliography and appendices, the study is organized into parts as follows Part 1, “The Introduction”, presents the rationales for the research, defines the purposes, research questions, scope and organization of the study Part 2, “Literature Review”, attempts to present the theoretical background related to the study It consists of two main sections: teaching writing and material adaptation The theoretical background of teaching writing deals with the nature of teaching writing in foreign language such as writing and the roles of writing, approaches to teaching writing, stages of teaching writing, principles for teaching writing, microskills for writing and writing activities Besides, in the part of material adaptation, adapting techniques and instructions for adapting textbooks are presented Part 3, “The Study”, presents the research methodology including the participants, methods and procedures used to collect and analyze the data Preliminary survey results, data analysis, research findings and discussion on the findings are also presented in this chapter Part 4, “Implications for Teaching”, presents some suggestions for writing classrooms and provides suggested activities for teaching writing sections of particular units in the textbook “English 10” Part 5, “Conclusions”, presents an overall conclusion of the study Limitations of the study and suggestions for further research are also included in this chapter PART II: CONTENTS CHAPTER I: LITERATURE REVIEW 1.1 Teaching Writing 1.1.1 Writing and the Roles of Writing Writing has been defined in a variety of ways, which shows different viewpoints by authors Traditionally, researchers focused mainly on form and the final product of writing while current researches stress on the writing process and strategies employed to attain the final product According to “Oxford Advanced Learner’s Dictionary” (1989), writing is to “make letters or other symbols on a surface (usually paper), especially with a pen or pencil” Byrne (1988: 1) considers writing as the act of “forming graphic symbols”, that is, letters or combination of letters He also discusses the importance of producing a coherent ‘text’ by arranging the graphic symbols to form words, which in turn are arranged to form sentences, which are then arranged in an appropriate sequence and linked to form a coherent whole Tribble (1996: 3) considers writing as language skill which involves not just a graphic representation of speech, but the development and presentation of though in a structured way and is difficult to acquire He also emphasizes that writing “normally requires some forms of instruction” and that “it is not a skills that is readily picked up by exposure” (1996: 11) In Ur’s point of view, “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: 161) In one word, writing involves many different aspects and “writing” itself may imply an act, a process or a skill, which needs practice and study to develop It can also be understood as a way of presenting writers’ thoughts and ideas the form of sentences in a cohesive text where there is successful communication with the readers In the classroom, teaching and learning writing skill play an important role in the process of language teaching and learning White (1981) points out a number of reasons why writing occupies a place in the language syllabus First of all, writing is the commonest way of examining student performance in English Therefore, students’ writing ability is a key to examination success Second, from both parents and students’ views, ability to write may be associated with “evidence of having learnt the language” In other words, parents and students can see what has been done and what has been achieved during the learning process Moreover, in the classroom, writing may be used as a helpful technique to help add variety and interest to lesson Another important thing is that in the classroom, the teacher may use writing as a testing device to provide feedback on what the students have learnt Students’ writing can provide useful evidence to prove for success or failure in learning Finally, writing requires thoughts, discipline and concentration Our writing will be judged by the readers in terms of style, content and logic So writing demands a great deal of care and thought from the writers According to Raimes (1983), writing also helps students learn She shows three ways in which students can learn through writing: - First, writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students - Second, when our students write, they also have a chance to be adventurous with the language, to go beyond that they have just learned to say, to take risks - Thirdly, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand and brain is a unique way to reinforce learning Thus, through the act of writing, students will realize what they are already good at and what they still need to learn to become a better writer With all the roles mentioned above, writing really becomes an integral part in teaching and learning language skills at any levels , drafting, revising and editing 1.1.2 The Stages of Teaching Writing Based on the process of writing, teaching writing includes three stages, namely pre-writing, while-writing, and post-writing a Pre-writing This stage is aimed at preparing students with everything necessary for writing Some activities are: • introducing the writing topic to stimulate interest • doing the pre-writing stage of the process of writing • working with the model • presenting key words related to the topic • outlining b While-writing This stage consists of three steps: drafting, revising, and rewriting The students write the first draft from their notes or plan They can refer to dictionaries, grammar reference books and model texts for some conventions; for example, the salutations and standard phrases used in formal letters When the students finish their first drafts, they can correct and improve the drafts Then the students can work in pairs or groups to get peer evaluation in terms of content, language accuracy, organization, style, etc the teacher can participate in students’ discussion After receiving comments from their peers and the teacher, they write out the final version In one word, at this stage, students start their writing after having ideas, necessary vocabulary and structures from the previous stage c Post-writing At this stage, students’ writings are given feedback in different ways with different techniques Feedback plays an important role in learning process since it can help students identify what their strengths and weakness are 1.1.3 Principles for Teaching Writing According to Forseth et al (cited in Khuong, 2006), there are 10 principles for teaching writing: Writing should be considered as a means to communicate meaning about oneself and the real world, not just as a process of using grammatical structures correctly or writing with clear penmanship Start with controlled activities and later with freer communication Have students start writing about concrete subjects early in the course Also have students practice the use of basic action words (eat study…) and the language functions (introducing, describing…) early in the course As the student’s ability of writing progresses, give them writing practice of more abstract things like ideas, opinions and feelings Whenever possible, relate the writing assignments to the speaking topics Expect the level of writing to be higher than the level of speaking, especially the standard of correctness Provide an audience broader than just the teacher State a purpose for the assignment Provide several kinds of feedback which should not be overly negative, but specific and related to what has been taught 10 As in speaking, provide topics of interest for the students to write about 1.1.4 Writing Activities According to Khuong, Luu Quy (2006), writing activities are classified under the headings of controlled writing, guided writing (directed writing) and free writing Controlled writing involves activity like copying, which is completely mechanical and does not require the learners to understand the meaning of the sentence or to use their imagination That is why this activity is uninteresting for learners and is only useful for beginners Other controlled writing activities include gap-filling, re-ordering word, substitution and correcting the facts These activities help learners practice and give correct sentences Another form is dictation, which is more challenging to learners Dictation includes normal dictation and alternative dictation This inceptive activity helps develop both listening and spelling but does not develop writing skill as learners not have to express ideas or find ways to constructing sentences Guided writing stage is considered a transitional stage between controlled writing and free writing Guided writing can be carried out in two main ways, namely, writing based on a text and oral presentation for the writing In the former way, learners are provided a short text and asked to study particular features of the text (e.g: ways of joining sentences, uses of verb tenses, of the passive) Then, they have to write a similar text or paragraph containing some changes by giving their own information or information provided by the teacher With the latter way, a topic is given, learners make suggestions by speaking From learners’ suggestions, the teacher builds up an outline or a list of key expressions which are used as a basis for learners’ writing Guided writing activities are considered to be interesting because learners themselves can suggest ideas to build up the outline Unlike controlled and guided writing, in free writing learners have choices to write what they want without the teacher’s controlling or guiding Free writing activity can be done by giving learners a full assignment to write about with their choices on the ideas 1.2 Material Adaptation When discussing the materials in ESL, McDonough and Shaw (1993) classify the factors related to materials which affect teaching and learning process under the headings of “external” and “internal” External factors include both the overt claims about materials and the characteristics of particular teaching situations Internal factors deal with content, organization and consistency And adapting materials is “to try to bring together the individual elements under each heading, or combinations of them, so that they match each other as closely as possible.” (McDonough and Shaw, 1993: 83) In other words, adaptation is essentially a process of “matching” whose purpose is “to maximize the appropriacy of teaching materials in context, by changing some of the internal characteristics of a coursebook to better suit our particular circumstances” (McDonough and Shaw, 1993: 85) 1.2.1 Adapting Techniques McDonough and Shaw (1993) suggest five techniques for adapting textbooks, including Adding, Deleting, Modifying, Simplifying, and Re-ordering 1) Adding The notion of addition implies supplementing materials by putting more into them, while taking into account the practical effect on time allocation Adding includes the techniques of expanding and extending, which are applied in different situations of teaching Adding by extension is carried out on an aspect of content within the framework of the existing materials, that is, the model itself is not changed Unlike extending, expanding adds to materials by moving outside them and developing them in new directions In other words, this change can be created in the overall system 2) Deleting or Omitting Contrary to the process of addition, deletion means materials are taken out Deletion can be done through the techniques of subtracting and abridging Deletion by subtracting implies the act of reducing the length of material and does not impact on the overall methodology However, the changes are greater if deletion by abridging is used This is applied in such situations as materials are inappropriate for learners’ levels 3) Modifying Modification is a general term that can be applied to any kind of change It can be sub-divided under two headings The first one is re-writing, which is used when some of the linguistic content needs modification The second is restructuring, which applies to classroom management Re-writing involves activities related to learners’ background and interests and introduces models of authentic language, or set more purposeful, problem-solving tasks Re-structuring deals with the rearrangement of the class to make it suitable for particular activities, for example, dividing the class into groups of a certain size for roleplay activities In short, modifying materials is a technique that has a wide range of applications It may refer to a change in the nature of an exercise, or text, or even classroom activity 4) Simplifying It can be said that simplification is the most favorite technique by teachers in adaptation because of its effectiveness It can be done at many elements of a 3.1.2 Watch and Write: 3.1.2.1 Short videos In this activity, teachers have students watch the videos Then, they can rewrite / respond / reflect on them Students can choose to reflect on one standard: Reading Response questions or as part of a daily journal 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 WHILE- Develop WRITING flexibility and creativity in learning - To help students practise developing ideas and writing a paragraph Procedure Interaction ACTIVITY: SHORT VIDEO - T divides the class into groups and gives instructions of this activity to Ss T-S - T plays a video about benefits of smartphone and gives times for Ss to think about it - T asks Ss to write down the S-S 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 groups to write a paragraph about the benefits of smartphone - Peer-feedback - T gives feed-back to Ss T-S S-S T-S 27 https://www.youtube.com/watch?v=TMBU7gjucoY A product of students in this activity: 28 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 29 * PROCEDURE OF THE ACTIVITY: Stage Stage aim WHILEWRITING - To activate Ss’ knowledge about a protecting the environment Procedure Interaction ACTIVITY: LOOK AND WRITE - T divides the class into groups and gives instructions of this activity to Ss T-S - To help students practise developing - T shows some pictures about ideas and writing a cleaning the environment and paragraph gives times for Ss to think about those pictures - T asks groups to draw the pictures about protecting the environment and write a paragraph based on those pictures S-S - T asks Ss to share their answers - Peer-feedback - T gives feed-back to Ss T-S 30 A product of students in this activity: 31 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 WHILEWRITING Stage aim - To motivate Ss’s writing process Procedure Interaction ACTIVITY: GUESSING - T divides the class into groups and gives instructions of - To help students this activity to Ss practise - T asks Ss to write a paragraph developing ideas about a musician and remove and writing a some words in the paragraph 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 32 A product of students in this activity: 33 PART III: CONCLUSIONS 1.1 Conclusion of the Study As stated previously in Part 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 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 34 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 uppersecondary 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 35 REFERENCES English Authors Brown, H D (2000), Priciples of Language Learning and Teaching, San Fransico State University Brown, H D (2001), Teaching by Principle: An Interactive Approach to Language Pedagogy (Second Edition), Essex, Longman Byrne, D (1988), Teaching Writing Skills, Longman, London Dörnyei, Z (2003), Questionnaires in Second Language Research: Construction, Administration, and Processing, Mahwad, New Jersey: Lawrence Erlbaum Edge, J.(1993), Essentials of English Language Teaching, London: Longman Harmer, J (2001), The Practice of Language Teaching, Longman Hedge, T (1988), Writing, Oxford University Press, Oxford Lightbown, P M and Spada, N (1993), How Languages Are Learned, Oxford University Press 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 http://www.englishonline.org.cn/en/teachers/workshops/teachingwriting/teaching-tips/product-process from 15 Tribble, C (1996), Writing, Oxford University Press, Oxford 16 Ur, P (1996), A Course in Language Teaching, Cambridge University Press 36 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 37 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 Full name: (optional)………………………………………… Age: ………………………………………………… Gender: Where you come from? Rural areas: How long have you been learning English? II QUESTIONS Male: Female: Urban areas: 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: Which skill you think is the most important in learning English? Listening Speaking Reading Writing 2.How you think about Writing sections in the textbook “English 10”? Interesting Suitable Unsuitable Boring Do you have any problems when learning writing sections? Yes ( If yes, what are they ) No ……………………………… ……………………………… 38 Answer the questions below: What are your favourite activities at Pre-writing stage? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………… What are your favourite activities at While-writing stage? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ………… 39 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 Full name: (optional)………………………………………… Age: ……………………………………………… Gender: Where you come from? Rural areas: Male: Female: 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: What 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 All the Writing activities in the textbook are suitable for students 3.Adapting activities is necessary to make lessons become interesting 40 4.You always use the activities besides the textbook to teach Writing sections You will utilize the new activities to teach Writing lesson in the textbook “Engliosh 10” 41