A survey of the 11th graders english writing skills at le hong phong high school in lam dong province m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES ENGLISH FACULTY OF LINGUISTICS &LITERATURE ***** A SURVEY OF THE 11TH GRADERS’ ENGLISH WRITING SKILLS AT LE HONG PHONG HIGH SCHOOL IN LAM DONG PROVINCE A thesis submitted to English Faculty of Linguistics & Literature in partial fulfillment of the master’s degree in TESOL By TRAN THI MAI THOM Supervised by: PHAN THI KIM LOAN, M.A., Senior lecturer HO CHI MINH CITY, JULY 2013 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled A SURVEY OF THE 11TH GRADERS’ ENGLISH WRITING SKILLS AT LE HONG PHONG SCHOOL IN LAM DONG PROVINCE In terms of the statement of the Requirements of Theses in Master’s Program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, July 25th, 2013 TRAN THI MAI THOM i RETENTION AND USE OF THE THESIS I hereby state that I, TRAN THI MAI THOM, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of the study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses Ho Chi Minh City, July 25 th, 2013 TRAN THI MAI THOM ii ACKNOWLEDGEMENTS I am truly indebted and thankful to a number of people for helping to make this thesis possible First and foremost I would like to express my deepest gratitude to M.A., senior lecturer Phan Thi Kim Loan, my supervisor, for her practical guidance, insightful comments, valuable assistance and empathy from the beginning to the completion of the thesis Without her guidance and encouragement, I could not have finished this study Another special thank goes to all lecturers who have taught me during the Master Course in TESOL I also thank members of TESOL 2008 for their help and encouragement during the course Very special thanks are due to my colleagues and students at Le Hong Phong High School in Lam Dong province for their support and cooperation in answering the questionnaires Last but not least, my heartleft thanks go to my family: my loving mother Hoang Thi Thin, my wonderful husband Luu Van Hanh, my lovely children Ngoc Tien and Tuan Phong Without their unfailing love, understanding, support and sacrifice, I could not have got this far iii ABSTRACT This study investigates possible factors which prevent the 11th graders at LHPHS from learning L2 writing skills well Although the focus of the thesis is on the students, it also examines the teachers at this school in terms of attitudes and practical techniques in teaching L2 writing skills in Tieng Anh 11 This helps the researcher see the whole picture of learning and teaching L2 writing in the context In order to achieve the goal of the study, questionnaires, the main instruments, are delivered to both the 11th graders and the teachers who have been teaching Tieng Anh 11 to elicit data about the students’ difficulties in learning L2 writing and suggestions of what should be done to better the situation Besides, the students’ written pieces in the first term test of the school year 2011-2012 were examined and analyzed to bring practical evidences of their weaknesses in L2 writing The results of the study show that the students’ main problems in learning L2 writing are from (1) their wrong attitudes to L2 writing; (2) their low English competence, especially in terms of grammar and vocabulary; (3) their inappropriate habits and strategies when writing in English i.e thinking and translating ideas from their mother tongue to English, not making outlines, not drafting and revising their written pieces frequently; and (4) their infrequent practice toward writing skills On the base of the findings, the study suggests that (1) the students should see the importance of writing to invest more time and energy in it; (2) they should grasp more English grammar and broaden their word stock; (3) they should be equipped with writing strategies so as to employ them in their lifelong learning; and (4) they should be encouraged and forced to write in English more frequently In addition, the study also suggests methods and techniques which may be suitable for teaching L2 writing in high school context iv TABLE OF CONTENTS Certificate of originality i Retention and the use of the thesis ii Acknowledgments iii Abstract iv Table of contents v List of figures viii List of tables viii List of charts x Abbreviations x CHAPTER 1: INTRODUCTION 1.1 THE PROBLEM STATEMENT 1.2 BACKGROUND TO THE STUDY 1.2.1 Writing learning and teaching 1.2.2 The setting 1.2.3 The textbook 1.3 SIGNIFICANCE OF THE STUDY 1.4 RESEARCH AIMS AND RESEARCH QUESTIONS 1.5 LIMITATION OF THE STUDY 1.6 ORGANIZATION OF THE THESIS CHAPTER LITERATURE REVIEW 10 2.1 NATURE OF WRITING 10 2.1.1 The definition of writing 10 2.1.2 Writing vs Speaking 11 2.1.3 Significance of writing learning and teaching 14 2.2 APPROACHES TO TEACHING WRITING 16 2.2.1 The product approach 16 2.2.1.1 The controlled-to-free writing approach 16 2.2.1.2 The paragraph-pattern approach 17 2.2.1.3 The grammar-syntax-organization approach 17 v 2.2.2 The process approach 18 2.2.3 Genre-based approach 20 2.3 RESPONSES TO WRITING 22 2.3.1 Teacher’s correction 23 2.3.2 Peer correction 24 2.3.3 Self-correction 25 2.4 FACTORS AFFECTING L2 WRITING SKILLS 26 2.4.1 Linguistic knowledge 27 2.4.1.1 Grammar 28 2.4.1.2 Vocabulary 28 2.4.1.3 Causes of linguistic errors 30 2.4.2 Discourse knowledge 32 2.4.2.1 Cohesion 32 2.4.2.2 Coherence 33 2.4.2.3 Rhetoric 34 2.4.3 Motivation 35 2.4.4 Writing strategies 36 2.5 PRIOR RESEARCH CONCERNING L2 WRITING SKILLS 39 2.6 SUMMARY 42 CHAPTER METHODOLOGY 43 3.1 RESEARCH QUESTIONS 43 3.2 RESEARCH DESIGN 43 3.2.1 Subjects 44 3.2.1.1 Student respondents 44 3.2.1.2 Teacher respondents 45 3.2.2 Research instruments 46 3.2.2.1 Questionnaire 46 3.2.2.2 The students’ first term test 48 3.3 DATA COLLECTION AND ANALYSIS PROCEDURE 49 3.4 SUMMARY 50 vi CHAPTER DATA ANALYSIS AND DISCUSSION OF RESULTS 51 4.1 RESULTS FROM QUESTIONNAIRES 51 4.1.1 Students’ responses 51 4.1.1.1 Students’ attitudes and perceptions towards L2 writing skills 52 4.1.1.2 Students’ difficult factors in learning L2 writing 54 4.1.1.3 Students’ perceptions about well-written texts 56 4.1.1.4 Students’ thoughts about L2 writing activities 58 4.1.1.5 Students’ learning writing strategies 59 4.1.1.6 Students’ correcting strategies 62 4.1.1.7 Factors affecting students’ motivation in learning writing skills 63 4.1.1.8 Students’ thoughts about improving L2 writing 65 4.1.2 Teachers’ responses 67 4.1.2.1 Teachers’ attitudes and perceptions on L2 writing skills 67 4.1.2.2 Teachers’ ideas about difficulties in teaching writing 69 4.1.2.3 Teachers’ writing teaching activities 70 4.1.2.4 Teachers’ correcting activities 73 4.1.2.5 Teachers’ ideas about motivating factors in learning writing 76 4.1.2.6 Teachers’ thoughts about improving factors 77 4.2 STUDENTS’ WORK ANALYSIS 78 4.2.1 Total results of the students’ tests 78 4.2.2 Common mistakes in the students’ written work 79 4.3 DISCUSSIONS 82 4.3.1 Problems from the 11th graders' L2 learning writing 82 4.3.2 Problems from the teachers' L2 teaching writing 84 4.3.3 Major findings 86 4.4 SUMMARY 88 CHAPTER CONCLUSION AND RECOMMENDATIONS 90 5.1 CONCLUSION 90 5.2 IMPLICATIONS 91 5.3 RECOMMENDATIONS 92 5.3.1 For students 93 vii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 5.3.2 For teachers 95 5.3.3 For the methods and the roles of teachers 96 5.3.3.1 The teacher as a researcher and a facilitator 96 5.3.3.2 The teacher as an organizer and a counselor 98 5.3.3.3 The teacher as a guide and an audience 100 5.3.4 Summary 102 5.4 CONTRIBUTIONS OF THE STUDY 102 5.5 SUGGESTIONS FOR FURTHER RESEARCH 102 BIBLIOGRAPHY 104 APPENDICES 110 Appendix 1: Questionnaire for teachers (Vietnamese version) 110 Appendix 2: Questionnaire for students (English version) 114 Appendix 3: Questionnaire for students (Vietnamese version) 118 Appendix 4: Questionnaire for teachers (English version) 123 Appendix 5: The first term test for 11th graders at LHPHS 126 Appendix 6a: Paragraph structure in English 132 Appendix 6b: General formats of a letter in English 133 Appendix 7: Common connectors in English 134 Appendix 8: Common symbols of errors used in correcting writing 135 LIST OF FIGURES Figure 2.1: The writing process 19 Figure 2.2: Knowing a word 29 Figure 2.3: Summary of major categories in Halliday and Hassan’s cohesion in English 33 Figure 2.4: Procedures involved in producing a written text by White 37 LIST OF TABLES Table 1.1: Writing tasks in the textbook Tieng Anh 11 Table 2.1: Differences between spoken and written language 14 Table 3.1: Student subjects’ information 44 Table 3.2: Teacher subjects’ information 45 Table 3.3: The score rubrics of the paragraph writing part in the test 48 viii Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Table 4.1: Students’ perceptions on the importance of parts in Tieng Anh 11 52 Table 4.2: Students’ perceptions on the most difficult parts in Tieng Anh 11 53 Table 4.3: Students’ ideas about learning L2 writing 53 Table 4.4: Students’ self-assessment on their L2 writing ability 54 Table 4.5: Students’ difficult factors in L2 writing 55 Table 4.6: Students’ thoughts about a well-written text 56 Table 4.7: Student’s understandings about paragraph structure in Vietnamese and in English………… 57 Table 4.8: Student’s thoughts about useful activities in L2 writing lessons 58 Table 4.9: Students’ preferable activities in L2 writing classes 59 Table 4.10: Students’ frequency in making outlines when writing 60 Table 4.11: Students’ habits when writing a required text in English 62 Table 4.12: Students’ choices of the person to correct their written work 62 Table 4.13: Students’ ideas about important factors to improve L2 writing 64 Table 4.14: Students’ L2 writing practice at home 65 Table 4.15: Students’ liking for L2 writing homework 65 Table 4.16: Students’ prospects about their L2 writing’s improvement 66 Table 4.17: Students’ suggested ways to improve L2 writing skills 66 Table 4.18: Teachers’ favoured teaching parts in Tieng Anh 11 67 Table 4.19: Teachers’ difficult parts to teach in Tieng Anh 11 68 Table 4.20: Teachers’ ideas about students’ attitudes in L2 writing classes 68 Table 4.21: Teachers’ difficulties in teaching L2 writing 70 Table 4.22: Teachers’ frequent activities in pre-writing stage 72 Table 4.23: Teachers’ frequent activities in while writing stage 73 Table 4.24: Teachers’ ideas about the importance of correction 73 Table 4.25: Teachers’ frequent activities in correcting students’ work 74 Table 4.26: Teachers’ frequent points in correcting students’ work 74 Table 4.27: Teachers’ ideas about a well written text 75 Table 4.28: Teachers’ frequent emphasis points in teaching L2 writing 75 Table 4.29: Teachers’ thoughts about motivating factors to learn L2 writing 76 Table 4.30: Teachers’ thoughts about essential factors to learn L2 writing well 77 ix Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 20 Thầy/ có thường cho học sinh tập nhà phần viết khơng? Có Sau tất tiết Tiếng Anh Có Chỉ sau tiết học viết, yêu cầu học sinh viết lại lớp cho hồn chỉnh Khơng Vì khơng có thời gian sửa cho học sinh Khác: ………………………………………………………………………… 21 Thầy/ có nghĩ học sinh học kỹ viết tốt khơng? Có Khơng Thầy/ nêu thêm vài ý kiến việc làm để cải thiện tình hình học kỹ viết cho học sinh: ……………………………………………………………………………………… 22 ……………………………………………………………………………………… …………………………………………………………… …… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………… …… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………… …… Rất cảm ơn đóng góp q báu thầy/ cô! 122 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 4: Questionnaire for teachers (English version) QUESTIONNAIRE FOR TEACHERS This questionnaire aims to collect necessary information for the TESOL M.A thesis entitled “A survey of the 11th graders’ English writing skills at Le Hong Phong high school in Lam Dong province” Please spend some little time giving responses to the following questions Your responses will greatly contribute to the success of this thesis We promise the information collected will be only used for the research purpose Thank for your cooperation SECTION I: PERSONAL INFORMATION Your age: …………………… Your gender: Male Female How long have been teaching English at high school? years SECTION II: RESEARCH QUESTIONS Directions: Most of the questions, you put a cross in the box of your choice There are some questions which require you to write number 1, 2, 3… in the box according to your preference, = the first priority Which part of a unit in the textbook Tieng Anh 11 you like teaching most? Number from to to show the part you like most to the one you like least Reading Listening Speaking Writing Language focus Which part of a unit in the textbook Tieng Anh 11 you think most difficult to teach? Number from to to show the part you think most difficult to the least one Reading Listening Writing Speaking Language focus How you evaluate your students’ writing competence? Very good Good Bad Very bad Average What factor(s) cause difficulties to you when you teaching L2 writing skills? You can choose one or more than one options by putting numbers (1, 2, 3…) in the boxes according to the order of your prior choice Students’ inactiveness and laziness in writing lessons Students’ dislike in writing lessons 123 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Students’ lack of vocabulary Students’ problems in sentence structures/ grammar Students’ lack of ideas Students’ problems in organizing ideas Students’ problems in using connectors to join sentences Students’ problems in using punctuation Other(s)……………………………………………………………………………… For you, what stage in a writing lesson is most helpful for students? Pre-writing While writing Post-writing 10 In what stage you usually conduct the best? Pre-writing While writing Post-writing 11 How you employ the activities in pre-writing stage? Activities Always Usually Sometimes Seldom Never Seldom Never Having students read and analyze models Using pictures or power point slides related to the topic and having students discuss in group Activating students’ schemata of the topic by asking questions Writing the topic on the board then asking the whole class to give words, ideas related to the topic Encouraging students to list all words and ideas occurring in their mind in group or individual Suggesting prompts, cues, conjunctions and other relating information Guiding students to make an outline 12 How you employ the activities in while writing stage? Activities Always Usually Sometimes Guiding students to work in groups Letting students write individually Asking students to write drafts before writing the final text Guiding students to think ideas in Vietnamese then translate into English Guiding students to think ideas directly in English then write Observing students while they are writing and giving help when necessary 124 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 13 For you, giving feedback to your students’ written work is: Very necessary Necessary Normal Unnecessary Very unnecessary 14 How often you employ the activities in correcting your students’ written work? Activities Always Usually Sometimes Seldom Never Seldom Never Collecting their work to give feedback at home Selecting some group’s works to give feedback in front of the whole class Asking students to change their work to their partner and give feedback to each other Asking students to change their group’ work to other groups and give feedback to the work they receive Asking students to read and correct their own work 15 When giving feedback to students’ written work, you often: Activities Always Usually Sometimes Correct all mistakes/errors in their work Pay more attention to spelling and grammar than ideas and ways of organizing ideas 16 For you, which factors are most important to a well-written work? It must be grammatically correct Words must be well and suitably chosen Ideas must be interesting It must be unified, cohesive and coherent All ideas above 17 How often you emphasize the points to your students when teaching writing? Activities Always Usually Sometime Seldom Never s Think about the audience Think about the purpose of writing Think about how to get start Form a habit of making outlines 125 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Form a habit of drafting and revising Form a habit of sharing their written pieces to correct in peers Other(s) 18 Which factor(s) you think can motivate your students to learn L2 writing skills? You can choose one or more than one options by putting numbers (1, 2, 3…) in the boxes according to the order of your prior choice The teacher encourages them to write They can get high marks in tests (if the tests include writing parts) They can express your ideas in English through writing letters, emails… Through writing they can evaluate their English competence Their writing has a reader to give comments (The teacher or their friend) 19 In your opinion, in order to learn writing well, the students need: (Number from to in the order of decreasing preference) Know a lot words Grasp grammatical points and sentence structures Know how to organize ideas in a coherent way Know how to use conjunctions to make a cohesive text Read many written texts in English Practise writing in English frequently both in class and at home Have the teacher or friends read and correct your writing texts 20 How often you assign writing as homework to your students? Put an × into the box of your choice Yes After every lesson of English teaching Yes Only after English writing lesson No I have no time to correct students' work Other(s)……………………………………………………………………………………… 21 Do you think your students themselves can improve their L2 writing skills? Yes No 22 If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you very much for your valuable contribution! 126 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 5: The first term test Le Hong Phong High School THE FIRST TERM TEST Class 11- School year: 2011-2012 Mã đề: 235 Time allotted: 45 minutes Name Marks Teacher’s comments ……………………….…… Class: 11………… Choose the word whose underlined part is pronounced differently from that of the other words A chance B teaching C chemistry D challenge A resource B expert C percent D Method Choose the word which has the main stress differs from that of the other words A attitude B memory C province D effect A punishment B population C disappointed D Opportunity Choose the answer (A, B, C or D) that best suits each sentence I wouldn’t of going to the party I hadn’t been invited to A dream B intend C depend D rely C had known D knew What would Tom if he the truth? A would know B knows Raul: - “Thanks a lots for your help!” A No, thanks B Sure! - George: - “ ” C You’re welcome! D Have a nice day! John: “I’ve passed my final exam.” - Mary: “ _” A Thank you! B Good luck! C Bye! D Congratulations! Yesterday when I to music, the phone rang A have listened B was listening C were listening D am listening The new students hope in many of the school’s social activities A to include B to be included C including D being included The secret of getting good marks is to keep in the exam room A calm B calmly C calming D calmed They noticed him the agreement A to signing B to sign C signing D signed The instructor warned the students sailing alone on the lake 127 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A on B for C of D against 10 I remember to the zoo when I was a little girl A being taken B to be taken C taking D to take 11 It is too cold out You’d better at home A go/ stay B going/ to stay C go/ to stay D to go/ stay 12 “ _you study hard, you will fail the exam, ” the teacher said A If B Or C Unless D Otherwise 13 The transition from school to work does not happen smoothly to everyone A without difficulties B full of troubles C with problems D plenty of challenges 14 “Let’s have a picnic next Saturday,” Julia said A Julia said that let’s have a picnic the next Saturday B Julia suggested having a picnic the following Saturday C Julia suggested to having a picnic the next Saturday D Julia told that why they didn’t have a picnic next Saturday Choose the underlined part which needs changing in order to have a correct sentence I decided changing jobs, because my boss makes me work overtime A B C D Our teacher always encourages the students to work independent A B C D The English speaking contest will be held in 8:00 a.m on December 30th at my school A B C D Had I had more time, I would finish all the jobs successfully A B C D Read the following passage and choose the correct answers Different cultures celebrate the beginning of new year in different ways, and at different times on the calendar In Western countries, people usually celebrate New Year at midnight on January st People may go to parties, dress in formal clothes – like tuxedos and evening gowns, and drink Champaign at midnight During the first minutes of the New Year, people wish and cheer each other happiness for the year ahead Bet some cultures prefer to celebrate the New Year by walking up early to watch the sun rise They welcome the New Year with the first light of sunrise It is also a common Western 128 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an custom to make a New Year’s promise, called a resolution New Year’s resolutions usually include promises to try something new or change a bad habit in the New Year Many cultures also special things to get rid of bad luck at the beginning of a new year In Ecuador, families make a big doll from old clothes which is filled with old newspapers and firecrackers At midnight, these dolls are burned to show the bad things from the past year are gone and the New Year can start afresh Other common traditions to keep away bad luck include throwing things into rivers or the ocean, or saying special things on the first day of the New Year Other New Year traditions are followed to bring good luck in A widespread Spanish tradition for good luck is eat grapes on the New Year’s Day The more grapes a person eats, the more good luck the person will have in the year In France, people eat pancakes for good luck at New Year In the U.S., some people eat black-eyed peas for good luck – but to get good luck for a whole year you have to eat 365 of them What is the main idea of the reading? A The meaning of “Happy New Year” B How to welcome good luck for the New Year C What people on the New Year Eve D Various New Year traditions in different cultures What is a resolution about? A Something you cannot in the New Year B Something you want to or change in the New Year C Something you promised to the last year but was not finished D Something you say to welcome good luck The phrase ‘get rid of’ could be best replaced by _ A remove B stop C bring D send According to the passage, which statement is NOT TRUE? A New Year can be welcome by watching the sunrise B Tuxedos and evening gowns are formal clothes C Spanish eat grapes for good luck on the New Year’s Day D Things are thrown into rivers or the ocean to keep away bad luck in Ecuador According to the passage, what is TRUE about eating black-eyed peas at New Year? A One pea brings one day of luck B It is a bad luck if you eat more than 365 peas C It is the tradition in Spain and in the U.S 129 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an D You should not eat too many black-eyed peas Read the passage and choose the answer A, B, C or D that best suits each blank China is the most populous country of the world Its (1)…… … is approximately 1.3 billion people, which is almost 22% of the world population The population density is high in the Southeast: 43 percent of the land contains (2)… …… its population A quarter of the population of China is in the middle and lower parts of the Yangtze River, and the population density reaches 663 people per square kilometer Shanghai is China's largest city, (3) population density reaches 2,118 people per square kilometer China's population growth rate has (4)…….… in the past years, although its population is still increasing In the 1970s, the government started to implement birth (5)……… programs to the people: late marriage, late childbearing, a one-child family, and a four-year period between two births in the countryside where each couple may have more than one child A pollution B population C environment D land A many B a lot C a few D most of A where B who C whose D which A increased B improved C developed D decreased A control B rate C place D right Rewrite the sentences Please close the window for me Would you mind ……………………………………………………….… ……………… ? “What would you if you were a billionaire?”, She said to him She asked him……………… ……………………………………………………………… “I’m sorry I broke the vase,” Mary said to him Mary apologized …………………………………… ………………………………… She lost his money simply because she was not careful If…………………………………………………………………………………………….… Write a paragraph: Write a description of one of the popular celebrations in Viet Nam (Mid – autumn festival, National Independence Day, Teachers’ Day, Women’s Day ….) Your description should include the following main points: + name of the festival + time of the festival 130 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an + purpose of the festival + main activities of the festival + your feeling about the festival (whether you like it or note and the reasons) ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… THE END 131 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 6a: Paragraph structure: The three parts of a paragraph from Writing Academic English by Oshima and Hogue, 1992 The topic sentence states the main idea of the paragraph The topic sentence is a complete sentence It is usually the first or last sentence in the paragraph The topic sentence includes two main parts: topic and controlling idea Supporting sentences develop the topic sentence That is they explain the topic sentence by giving example, reasons facts The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember A concluding sentence serves three purposes:(1) it signals the end of the paragraph, (2) it summarize the main points of the paragraph, (3) it gives a final comment on you topic and leaves the reader with the most important ideas to think about Simple paragraph outline: Topic sentence A First supporting point - supporting detail - supporting detail B Second supporting point - supporting detail - supporting detail C Third supporting point - supporting detail - supporting detail Concluding sentence 132 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 6b: General format of a letter in English Address of sender Date Salution: Dear , Body of the letter (information) Closing: Sincerely yours, /Your friend, Signature: Name of sender (and position of sender) Postscript : P/S (More information) A sample letter in Tieng Anh 11 (unit 4) 133 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 7: Chart of transitional signals from Writing Academic English by Oshima and Hogue, 1992 Meaning/ Sentence connectors Function Clause connectors Coordinating Others Subordinating To introduce an in addition, furthermore And another (+noun) additional idea moreover, besides, also, too nor (“and not”) an additional (+noun) To also, too and, both … and, as likewise not only but also, just as similarly neither… nor To introduce an on the other hand But although in spite of (+noun) opposite idea and in contrast, however yet though despite + (noun) to contrast things nevertheless, instead, still even though compared to/with nonetheless, whereas be different from on the contrary while be dissimilar, be unlike compare things To introduce an for example an example of example for instance such as , like To emphasize in fact To explain and Indeed restate that is To introduce an Otherwise Or if unless alternative To signal first, second…,first of all chronological then, next, now, then, soon order last, finally, meanwhile, gradually, after that, … To indicate order above all, first and foremost of importance more/ most importantly/ significantly, primarily To introduce a For cause or reason Because, since, result from as be the result of due to/because of the effect of the consequence of as a result of as a sequence of To introduce an accordingly, as a result effect or result as a consequence therefore, consequently hence, thus To conclude in conclusion, in summary, It is clear that… in brief We can see that in short, indeed The evidence suggests that all in all The example shows that 134 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendix 8: Correction symbols from Writing Academic English by Oshima and Hogue, 1992 Symbol P Meaning Punctuation Word missing Cap Capitalization v.t Verb tense agr Subject-verb agreement Make one word or sentence Sp Pl Spelling Plural W.f Wrong word form w.w Wrong word pronoun ref Reference error RO Wrong word order CS Run-on FRAG Comma splice T Fragment S Add a transition V Subject Prep Verb Conj Preposition Art Conjunction ¶ Article Symbol for a paragraph 135 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn