VIETNAM NATIONAL UNIVERSTTY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST- GRADUATE STUDIES SYS SES fe 24g 248 2B fe 2s 248 28 oI fe 2s 28 28 OK i ok ok USING PE
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The aim of this research is to find out whether applying peer feedback in a particular class can improve the students’ writing skills This aim of the research is reflected in the following objectives Firstly, this study looked at how peer feedback is performed in writing classes to develop students’ writing skills Secondly, it also explored the students’ perspectives on the application of peer feedback The third objective is to propose some implications for teaching and learning using peer feedback and provide some suggestions for further study.
To achieve the objectives, this research determined the answers to the following questions:
1) How is peer feedback applied to teaching writing?
2) What are students' attitudes towards peer feedback?
Within the framework of a minor thesis and the time constraint, this study only focuses on peer feedback in writing texts among the grade 10 students in writing lessons at a high school in Bac Giang Province.
Theoretically, writing is the most prominent skills that language learners need to learn as an essential component of their academic practice and later on in their professional life, which partially explains why teaching writing has prompted a good deal of research that covers various aspects of its broad instructional contexts Therefore, this study mentions a method- peer written feedback and tries to find out whether feedback is crucial to the teaching and learning of writing.
Practically, the present study was expected to be beneficial to both teachers and students Firstly, students could experience new ways of learning writing in which they practice giving and receiving comments about their writing In other words, they could improve their writing skill based on the effect of this process Obviously, when students read their peers’ writings, they not only help their peers recognize and correct mistakes but also become more critical writers Furthermore, the researcher hopes that students will have more interest and motivation in writing texts to acquire proficiency in this skill Secondly, for the teachers, they would get a deeper insight into the peer feedback’s advantages and also gain some practical advice about using peer correction and assessment In addition, the result drawn from this study, more or less opens up the opportunity to vary the activities in writing lessons as well as to reduce the teachers' heavy workload of marking the paper and enhance the quality of teaching and writing English at high school Last but not least, the results of the study will motivate other researchers to investigate other aspects related to writing skills.
Action research is applied to this study To obtain adequate data to seek answers to the research questions, this study used two instruments They were observation and questionnaire Observation sheets and questionnaires were used to find out how feedback was implemented in writing lessons and students’ perceptions on the implementation of peer feedback in writing classes Finally, the data were collected, synthesized, and analyzed quantitatively and qualitatively to obtain realistic results.
Structure of the tẽh€SIS - - 6 + s1 9 vn nh ng cưy 5
The thesis consists of three main parts:
Chapter 1, Introduction, a brief description of the research This part presents the rationale of the study, the aims, the research questions, the significance, the scope, the method, and the structure of the thesis.
Chapter 2, Literature Review, supplies the background knowledge of the writing theories; the overview of peer feedback; and relevant previous studies
Chapter 3, Methodology, describes in detail the research methodology which comprises the information of the participants, instrumentation, data collection, and data analysis procedure.
Chapter 4, Findings and Discussion, shows the analysis and discussion of the findings
Chapter 5, Conclusion, summaries the main findings of the study,indicates implications for teaching, its limitations, and suggestions for further studies
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There are a number of terms that are used interchangeably and refer to peer feedback, such as peer review, peer evaluation, peer response, or peer editing, but all of them share the same idea where students offer constructive criticism after reading and evaluating each other’s work According to Oshima and Hogue (2007, pp.18-19), peer feedback occurs when “a classmate reads your paper and helps you improve the content and organization A peer editor’s job is to read, ask questions, and comment on what’s good and on what might be changed or made clearer” Liu and Hansen (2002) defined it as
“the use of learners as sources of information and interactants for each other in such a way that learners assume roles and responsibilities normally taken on by formally trained teacher, tutor, or editor in commenting on and critiquing each other’s drafts in both written and oral formats in the process of writing.” Students can role as audiences and improve their writing work by giving other students writing drafts comments (Yang, Richard & Yu, 2006). Therefore, peer feedback is considered a process of interaction in which two students cooperate to evaluate and give feedback to each other In short, although there are variations of peer feedback definitions, this kind of feedback gives students a chance to read each other's papers and to provide feedback to the writer, possibly based on specific questions the teacher has provided These responses can be oral or/and written.
2.1.2.2 Forms of peer feedback in writing
Scholars have developed different types of peer feedback in writing In this research, I mentioned two common types that I realized that they are suitable for most of the classroom teaching.
Verbal/ Oral feedback Oral/verbal feedback can be considered as one of the quickest and easiest forms of feedback All wonders can be clarified by asking and answering during or at the end of a task or activity Giving feedback verbally means that students can clarify and elaborate on what they mean to their peers instantly Ensuring that any misconceptions aren't made and that students can act upon the feedback given straight away As a result, with oral comments, students can decide together what comments to give and how to express them.
By working together, students often have more exact and better comments because they can discuss ideas with each other Collaboration also enables the students to feel more confident about the feedback they are giving their classmates (Mangelsdorf, 1992) However, using oral comments has certain drawbacks Firstly, oral comments can be time-consuming because it takes a long period of time for students and their peer(s) to exchange with each other.
When students listen to their friends, they may not write down all the information, or they may misunderstand their friend’s ideas when they listen or do not catch up with their speech to take notes As a consequence, they could not revise their writing correctly Oral feedback is sometimes underestimated because it is less formal, but it can be a very powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a timely way.
In the written comment method, students, after reading their peers
‘writings, give comments by writing down their notes or ideas, which is a record of students' strengths and weaknesses and several suggestions for their improvement Their peers can read and reread the feedback to better understand and then improve their writing sheets better Shepherd (2005) and Black et al (2004) point out that students are more likely to meet their learning goals when commenting focus on the specifics of the learning task and the student’s learning issues.
There are two types of written feedback according to Hyland and Hyland (2006) They are direct and indirect feedback Direct feedback allows students to give direct corrections to peers in which they can underline or cross out the unnecessary words written by their peers and give the correct words or form Meanwhile, indirect feedback allows students to give an indication that there are some mistakes in their peers’ work without providing the correct words or forms Errors or mistakes can be simply underlined or circled Written feedback also includes a checklist which makes it easier for students who are both writers and editors to revise their writing and understand what needs to be corrected Compared with written feedback, the checklist is much simpler because it is a list of all the things to be checked.
However, a fixed checklist should not be applied for all types of writing; 1t is necessary to pay attention to the critical features of the particular task; Hence teachers can design a variety of checklists to meet specific needs In this study, the researcher focuses on students’ practice of giving both oral and written peer feedback, and whether the practice is effective in improving their writing skills.
2.1.3 The reasons for using peer feedback
Peer feedback has been advocated in several studies for a number of advantages According to Ferris (1995), students gain confidence, perspective, and critical thinking skills from being able to read texts by peers writing on similar tasks Students also obtain more feedback on their writing than they could from the teacher alone Moreover, they bring multiple perspectives as they get feedback from a more diverse audience Finally, peer review activities build a sense of classroom community Additionally, Hess & Friedland (1999) argued that peer editing can improve higher academic achievement, improve personal relationships with peers, improve personal and social development, and increase motivation.
White and Caminero (1995) stated that learners can benefit from invaluable opportunities by offering peer feedback and learning from each other Students learn to communicate effectively, and accept different perspectives while listening carefully, thinking critically, and participating constructively Based on the benefits above, offering and receiving feedback from peers enables learners to promote the level of their writing as it offers them opportunities to share ideas and give constructive comments.
2.1.4 Inplementing peer feedback in writing class
According to Ferris (2003, p.165), there are several steps in the implementation of peer feedback They are:
In utilizing peer feedback consistently, the teachers should determine that peer feedback will be used in the class as a regular method.
2) Explain the benefits of peer feedback to students.
Students sometimes don't feel comfortable with their peer comments since they might think that their peers are less competent though they love peer feedback technique Hence, the teacher should assure them with this technique Besides that, the teacher can give the students freedom to say how this technique can match their interests, and then they will get more enthusiastic toward the technique.
3) Prepare students carefully for peer response.
In this step, the students are not only expected to be able to look for feedback but also to give useful feedback to their peers.
4) Form pairs or groups thoughtfully.
In forming pairs or groups, the teacher can be strict with stable pairs and groups But it would be better if the students are given the freedom to choose their partners as the chemistry of them can help the learning process as well.
5) Provide structure for peer review sessions.
This is one of the steps that can lead to successful learning techniques. The teacher should provide a good structure for peer review so that the students can make the best of it Ferris (2003) argued that it would be better if the peer feedback is written since it can give students more time to think.
In monitoring the peer review sessions, the teacher should also be involved but not too intrusive It is because the students will tend to wait for the teacher to give them a lead when the teacher is too involved.
In this research, the teacher gave the students training prior to the peer feedback sessions The main goals of pre-training session were first to increase students’ recognition on the intention of the peer feedback activities, second to make students ready to convey their thoughts in a group properly and to practice the appropriate language used in feedback sharing sessions, and finally to illustrate the way to give beneficial feedback and the way to manage the feedback when revising Intervention training also was given to the students in the middle of the writing process The goals of the training were to increase the effectiveness of giving feedback to peers’ writing In this session, the process of peer feedback that has been conducted is reviewed. Then, mistakes frequently found during the activity related to the way of giving feedback and revising the writing drafts are discussed Following that, several recommendations are made in order to increase the efficiency of the reviewing sessions.
7) Hold students responsible for taking peer feedback opportunities seriously.
The teacher, in this step, should underline that peer feedback is important so that the students can learn and benefit from the activities.
METHODOLOGY GÀ SH ng re 18 3.1 Research đ€SIT - + 1k TH nh HH nh nh 18 3.2 Research 0v0i 0n O3
Teaching writing to Grade 10 students in Vietnam
The Vietnamese Government has always given deep concerns about foreign language teaching and learning Foreign languages have always entered into its language policy as a compulsory subject from the general education level up to the graduate level since the 1960s (Van, 2011). Although the English teaching and learning process achieve appreciable improvements, there are still challenges and difficulties (Tien, 2013) As a result, educators and teachers are ready to update new teaching methods and adapt curriculum to the current circumstances The development of the new English textbook is one of the remarkable renovations The textbook series are designed to develop students' communicative competencies through communicative activities which provide opportunities to practice skills in meaningful contexts and which encourage students to take increasing responsibility for their own learning In addition, this subject also provides the general knowledge of the country, people, and cultures of some English- speaking countries and around the world for students English is expected to become useful and helpful for students' daily life and their future jobs With these certain aims, the new textbooks for upper-secondary schools brought about notable changes Typically in grade 10, a unit begins with a dialogue about the topic which incorporates phonological and lexical items related to the topic, specific functions and notions, and grammatical structures realizing them Before students were taught four macro-skills (reading, speaking, listening, and writing) and some cultural contents related to the topic of the unit, Language elements and language functions are practiced and expanded in one or two lessons The unit ends with a project which provides students with achance to apply the language and skills they have learned to perform
21 communicative tasks in real contexts The four macro-skills of listening,speaking, reading, and writing receive equal focus in the upper secondary ten- year English textbook Mainly, writing lessons not only provide typical examples but also tend to instruct students through tasks related to the topic.Therefore, students can feel free to develop ideas and create their writing.Students have opportunities to practice vocabulary and grammar to create a text of 130-150 words about personal opinions Because there are different writing tasks in a lesson, the teacher can flexibly arrange activities to make the lesson more interesting and beneficial Students finish their tasks by working individually or cooperate with others No matter how students’ learning styles are, they need to have a good orientation to develop their abilities by themselves in the next years.
Participants 5
This study was conducted on the second-semester students of grade 10 in an upper secondary school in Bac Giang province in the 2020- 2021 academic year The facilities available for the students in the classrooms are
TV, portable speaker, and blackboard which were expected to help the process of learning in order to be run well The participants are forty students who study the new English textbooks for grade 10 designed by the Ministry of Education and Training (MET) They took part in an extra class which had one lesson a week which lasted 90 minutes In this study, the students were taught the English high school course book from unit 6 to unit 10, and they focused on the writing part Among thirteen classes of grade 10, 10A9 is the only class which uses the new edition of the English textbooks distributed by the MET as their main course book They were chosen to learn new English textbooks because most of them are eager to study and have a better knowledge of English than other classes This class has forty students with
22 twenty-two girls and eighteen boys They were taught by the same teacher throughout the academic year.
In order to collect real data for the study, the researcher collected data through observation and questionnaire.
Observation Observation was a tool to collect data from daily activities of the researcher while doing practical application of action The observation sheet (See Appendix 1) was designed for the researcher to take notes in real classroom situation during action implementation The observation was used to gather data on how the implementation of peer feedback was and how well the student's learning process during the implementation of peer feedback was done The data from the observation were elaborated with those from the questionnaire.
To verify the data derived from observation, the researcher distributed the questionnaire The questionnaire (See Appendix 2) was distributed after the implementation of peer feedback was completely done The questionnaire aimed to gain information to illustrate how well peer feedback process lasted in the classes and students’ attitudes towards the applying of peer feedback. The items provided were 19, of which 18 items were closed-ended questions and 1 item for open-ended ones Closed-ended questions are questions that have fixed options or answers to be chosen The students did not have the opportunity to have their own choices out of the offered options as the answers because they were only allowed to put a tick in the degree of agreement Open-ended questions are questions needed to be answered more
23 freely, as there were no fixed options However, the answers have to be still related to the topic of the questions The researcher divided the questions in the questionnaire into three parts The first part contained some items related to the process of the implementation of peer feedback (Questions 1 to 8); the second part was concerned with the students’ perceptions on the implementation (Questions 9 to 18), and the last part included some items related to the implications of the implementation of peer feedback (Questions 19).
The researcher divided the process of the data collection into 2 stages.
At the first stage, students were asked to write a paragraph based on a given topic as homework after having finished the lesson in the class In the following class, the teacher asked students to give the feedback to their peers’ writing However, before students could do that, teacher had to train them the way to give peer written feedback by using a checklist (see appendix 4) which covered such areas as content, organization, vocabulary, grammar and mechanics The checklist also included students’ general comments on their peers’ writing First, the teacher explained to help students understand all the questions in the checklist Then, the teacher told students how to give comments, how to provide suggestions to correct their peers’ writing The teacher also provided students a list of commonly used symbols for common mistakes (see appendix 5) The students based on these to give the symbols above to the mistakes they underlined After that, students were encouraged to provide suggestions to correct the mistakes they underlined Finally, the teacher asked students to take notes and give feedback to their peers’ writing. After receiving writing sheets with the written feedback from their peers, students rewrote their text before handing it to the teacher The first stage's data was gathered through observation sheets It was done within the classes
24 when the students were doing peer feedback and having discussions with their friends What the researcher was doing while observing was writing notes that represented the class situation and the problems the researcher saw during each session in terms of activities during peer feedback and students' performance in writing process.
In the second stage, after 7 weeks, a questionnaire was distributed to students Before making the requirements for the respondents, the researcher gave a careful explanation of the format, the length, and misunderstanding about the questionnaires To make sure that all students understood the questions properly, the researcher could translate the questions into Vietnamese The students were asked to complete the questionnaires seriously and fill in the questionnaire at home since the researcher wanted to give the students more time to think The following week, the students submitted the questionnaire sheets in class After 8 weeks, the data was analyzed to answer the two research questions Moreover, thanks to the results of the initial and post data, the conclusion and implication, as well as the suggestion, would be drawn for further research.
The first step was to analyze the data from the observation sheets. These notes were used to explain the procedures of the implementation of peer feedback and how well the learning process was during its implementation The data from the teacher’s observation were interpreted as well as generally summarized to explore the connection among them to analyze qualitatively The next step was to analyze the data from the questionnaire First, the researcher counted the number of ticks on each degree of agreement of each item, "strongly agree," "agree," "disagree," and mom
"strongly disagree," by putting them to a table (See Tables 1, 2) These
25 answers to close-ended questions were analyzed one by one, automatically calculated by Microsoft Excel, reported in percentages, and presented with tables and figures for a clearer presentation, and easier comparison and synthesis All the results collected from two sources were comprehensively analyzed and discussed in the next chapter — Findings and Discussion.
In this chapter, the research design, research setting and participants, data collection instrument, procedure of collecting data, and data analysis techniques of the study were discussed in detail Action research method was applied in 8 weeks with two main data collection instruments: observation and questionnaire Generally, the problems of the context were defined, and then the action plan was implemented in 7 following weeks based on the initial data The next chapter analyses data collected and interpretations are made with an attempt to answer the research questions.
RESEARCH FINDINGS AND DISCUSSION
CONCLUSION - Án HH HH Hư, 43 5.1 Recapitulations of main findings -.- - - s++++ss+++ee+seeeeeseerexs 43 5.2 Implications for teaching writing using peer feedback
Limitations and recommendations for further research
Although great effort has been made by the researcher while carrying out the study, there have been still limitations as follows:
Firstly, the scope of this research was highly restricted because it was only carried out in a small case of a class in an upper-secondary school in a province The findings are only reliable in the research context, but they
45 cannot be generalized and convincing enough in a larger population It is recommended that other researchers can consider expanding the scope with a larger number of participants as well as the context of the topic in order to have a better generalization.
Secondly, the study was conducted in a short period of time which lasted only 8 weeks Thus, it was difficult to see considerable changes in teaching and learning In addition, due to the time constraints, the author of the research only examined the most common mistakes, not all kinds of mistakes in writing This may contribute to the fact that the researchs conclusions are not yet fully satisfactory It is recommended that other research should be carried out in a longer time and cover other mistakes in writing.
Thirdly, the study only concerns how peer-written feedback was used in the teaching and learning of writing As a result, more research could examine the use of peer-written feedback in teaching and learning other skills. The efficiency of the peer feedback technique can be proven with different English skills.
Finally, teaching and learning are two long-term processes of consciousness that cannot be easily measured The teacher controlled the effects of peer feedback on writing improvement by applying only peer feedback in writing lessons and did not give any comments or make interference with the feedback progress However, it was impossible to block other factors coming from writing lessons at school or students’ self-study. Therefore, it requires techniques to supervise closer in order to prevent other factors from influencing the effectiveness of peer feedback on writing skills in further studies.
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Topic: Disadvantages of being a working mother Notes:
In the previous meeting, the teacher had the students do an assignment about the disadvantages of being a working mother The following week, they had to submit their assignments as well as do peer feedback in pairs First, the students were asked to work in pairs Then, the teacher distributed checklists which mainly focused on the organization, contents, vocabulary, grammar,and mechanics The teacher, then, asked the students to exchange their homework to be corrected by their peers by using the checklist During peer feedback, each student took part in a discussion with his/her peer as they were reinforced not only to give feedback in written but also in oral Peer feedback was implemented for 30 minutes, after that, the teacher had to continue the next topic of writing As the students had completed doing peer feedback,they both returned their peers’ drafts and gave the checklists back to their peers At home, each of them was required to revise his/her draft using the checklist and what had been discussed with their friends The following week,students were asked to submit the new revised draft, checklist, and the draft had been checked by their peers The peer feedback implementation was well- ordered and going smoothly All students seemed to involve in the activity.However, there were some problems found Some students came late, so some other students did not work in pairs As a result, there were groups of three students However, it did not lead to a serious difficulty The other issue was that there were students who had not completed their homework Hence, they did include to a group but did not involve in peer feedback.
2" IMPLEMENTATION Day/ Date: Tuesday, March 30”, 2021
Topic: Three typical characteristics of the Vietnamese people Notes:
In the former week, the teacher covered the topic of three typical characteristics of the Vietnamese people At the end of the class, the students were told to make a short text and they should bring it in the following week The following week, the students prepared their home assignments for exchange with their friends in pairs The teacher distributed the checklist used for helping students correct their friends’ drafts The students then had discussions in pairs while they were exchanging their work The peer feedback activity was better than the first one The students seemed to give feedback to their friends more seriously It may be because they have previously done it The students actively participated by sharing their work with their partners They questioned the teacher when they found difficulty However, there was a student who did not finish his assignment, therefore he did not involve in doing peer feedback The students had to bring their assignments home again after receiving peer feedback so they could improve them using checklists that contained their friends’ corrections, comments, and suggestions The following week, students had to hand in their revised assignments It was noted that the students only gave corrections on the provided checklist They made a few further comments and suggestions The researcher noticed that most of them were giving comments and suggestions orally.
3'°IMPLEMENTATION Day/ Date: Tuesday, April 6” , 2021
Topic: Advantages of using electronic devices in learning Notes:
Before working on the checklist, the students were asked to make a short text about the advantages of using electronic devices in learning at home. The next week, the students were asked to exchange their assignments with their friends The students were required to work in pairs to correct their partner’s drafts at home based on the checklist provided by the teacher However, the week after the following week when the students had to finish correcting, there were some students who still did the correction in class before the class began In addition, when being asked to discuss what students had done at home, some students forgot to bring the checklist and there were students whose peers were absent As a result, they skipped the discussion. However, the teacher encouraged them to keep sharing with their friends about what they had done at home In the third implementation, the students gave more corrections on the friends’ drafts and preferred giving comments and suggestions orally.
4" IMPLEMENTATION Day/ Date: Tuesday, April 13”, 2021
Topic: One type of pollution in the neighborhood and some practical advice
The last topic for the peer feedback was one type of pollution in the neighbourhood and some practical advice The teacher gave an explanation on the topic and provided the models for the students as usual After learning from the models, the students wrote their own drafts at home and should bring them to class in the following week Having completed the assignments, the students swapped them with their partners and then corrected their partners’ ones based on the checklist Based on the observation, the researcher discovered that they kept giving the corrections, but there were some students who only put ticks on the checklist without giving more corrections, comments, and suggestions It was because they wrote directly on their friends’ drafts instead of writing them on the checklist.
This questionnaire is designed to collect data for my study about using peer feedback to improve the writing skill of students in high school The information provided by you will be extremely meaningful to my research.
Please read the statements carefully and answer PART I and PART II Your answers will be kept strictly confidential and anonymous.
PART I: Indicate the extent to which you agree or disagree with the following statements regarding your views about learning writing through peer feedback by putting a tick (V ) to the degree of agreement which corresponds to the statements related to peer feedback that you have experienced.
Strongly Disagree Disagree Neutral Agree Strongly agree
1 You always gave comments and suggestions to your peer.
2 Your peer always gave comments and suggestions to you.
You felt confident when you were giving
You always asked questions to your peers
4 |every time you did not understand their comments and corrections.
Your peer always asked questions to you every
5 | time he/she did not understand your comments and corrections
6 You felt free to do peer feedback with your peer
You found difficulty in giving feedback to
8 The checklists helped you to correct your peer draft.
9 Feedback from your peer gave influence on your draft improvement.
Through exchanging ideas and knowing my
10 | peer's writing proficiency, I felt more excited about learning writing skill.
Doing peer feedback could help me learn a lot
11 | from my friends’ mistakes and improve these mistakes by myself.
I could revise my writing effectively based on
J2 my friends' corrections and suggestions.
13 I can enhance my confidence in writing thanks to my friends’ encouraging feedback.
14 The peer feedback process enhanced my critical thinking skills.
Social interaction through writing and peer
15 | feedback provided me more inspiration and motivation in writing.
Correcting my peer’s draft is challenging to
17 I did not see any changes in my writing performance after taking the intervention.
18 I think the idea of peer feedback is a waste of time.
19 What kind of feedback do you prefer: Teacher’s feedback or peer feedback? Please give reasons for your choice.
Thank you for your co-operation!
APPENDIX 3 RAW DATA FROM THE QUESTIONNAIRE
A THE RESULTS OF THE QUESTIONAIRRE OF THE PROCESS
OF THE IMPLEMENTATION OF PEER FEEDBACK
B THE RESULTS OF THE QUESTIONAIRRE OF THE STUDENT'S ATTITUDE TOWARD THE IMPLEMENTATION OF PEER FEEDBACK
APPENDIX 4 PEER FEEDBACK CHECKLIST Peer feedback from: to:
No Content (Ideas) Yes | No
1 The text has clear identification followed by supporting details
2 The text provides an adequate description of the object
1 The text is begun with a clear identification.
2 The text has a clear description.
3 The text has a good coherence.
1 The writer uses an effective word choice.
2 The writer uses adjectives/ compound adjectives correctly.
3 The writer uses various vocabulary.
1 The text has a few errors of tense, number, and pronouns.
2 The text has a few errors in using articles/ prepositions.
3 The text has a few errors of to-be/ linking verbs.
1 The text only has a few errors of spelling, punctuation, capitalization, and paragraphing.
- What is the strength of the writing?
APPENDIX 5 Symbols for correcting mistakes
Symbols Examples Meaning ẹ I am driver Something ự missing wo I play basketball at Dixon every night Wrong order
SV All of my classes is interesting Wrong agreement
T Last month I visit my grandmother Wrong tense
P I don’t go to school Because I am sick Wrong punctuation
WF What's wrong? You look sadness Wrong form
? It_makes that I believes kind Difficult to understand
A I ate apple for lunch Article Prep I live on Buxton Hall Preposition
WC you should wear an umbrella if you go Wrong word
PI/Sg _| [have three cat Singular/ plural
Gr He is tall than me Other Grammar mistakes
[ Lily failed the exam and she is upset and she went home and her mother said she shouldn’t worry |
By the end of this lesson, Ss will be able to:
- Use lexical items related to the topic Gender Equality;
- Write about Disadvantages of being a working mother
- Access and consolidate information from a variety of sources;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
- Develop an awareness of gender equality at home;
- Be respectful towards all genders.
Il MATERIALS: Computer connected to the Internet
LEAD- IN _ | - Show some pictures related to the topic of the lesson:
- Ask students guess the name of the activities in each picture.
- Ask students: “ What are they doing?”
- Show the answers P1: Cooking the meal P2: Going to work
P3: Washing the clothes P4: Going to the supermarket PS: taking care of children
- Introduce the main content of the lesson.
PRE- - T tells Ss that they are going to write a paragraph about
WRITIN Disadvantages of being a working mother
15m - T provides the sample answer as a model by reading it aloud or displaying it on the board.
- T checks again to make sure Ss understand the structure of the sample.
- T encourages Ss to provide detailed explanations or examples to support each idea in their paragraph.
- T ask Ss to work in pairs to make brainstorming some Disadvantages of being a working mother Teacher monitors the discussion.
- Gives Ss some basic information about the structure of a paragraph:
+ A paragraph is a group of sentences that develop ONE main idea.
+ A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence.
+ Two important qualities of a good paragraph are unity (i.e one main idea is developed) and coherence (i.e all the sentences and ideas flows smoothly to make clear and logical points about the topic)
- Before they write, reminds them to use some connectors to link the ideas:
+ To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, + To give an example: For example/ For instance, To illustrate.
+ To conclude: In conclusion, In brief, In short.
TION T asks Ss to talk about what they have learnt in the lesson.
Teacher asks students to finish their draft at home
- Teacher asks students to work in groups of four.
- Teacher tells students that they will have a peer feedback activity.
- Teacher explains what peer feedback is, how to do peer feedback, and what elements in writing that they have to revise.
- Teacher asks students to exchange their draft with a partner.
- Teacher gives a feedback checklist to each student and guide how to give feedback using symbols.
- Teacher asks the students to give feedback toward their friends’ work using provided checklist.
- Students respond to their partner’s draft in the oral and written form.
- Teacher asks students to give the text back to their partner that has been commented Asks Ss to return their partner’s writing and lets them correct themselves.
- The teacher asks the students to revise their draft by considering the feedback given by their friends.
- Reminds them that they can ask for their partner’s help.
T asks Ss to talk about what they have learnt in the lesson. HOMEWORK
Teacher asks students to revise their draft by considering feedback from their peers.
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