SKKN discourse competence in teaching writing skill to grade 10 students

THANH HOA EDUCATION AND TRAINING DEPARTMENT HOANG HOA HIGH SCHOOL SEMINAR ON METHODOLOGY DISCOURSE COMPETENCE IN TEACHING WRITING SKILL TO GRADE 10 STUDENTS Teacher: Lê Thị Quế Subject: English THANH HOA, 2021 TABLE OF CONTENTS TABLE OF CONTENTS Contents TABLE OF CONTENTS INTRODUCTION………………………………………………… PART I DISCOURSE COMPETENCE: DEFINITIONS AND IMPORTANT ISSUES Discourse competence…………………………………… Cohesion and Coherence Text……………………………………… Genre……………………………… PART II WRITING SKILL IN ENGLISH 10 TEXTBOOK Course requirements………………………………… Suggested preparations…………………………………… 2.1 Unit Writing a narrative……………………………… 2.2 Unit 2: Filling in a form…………………………………… 2.3 Unit Writing about people's background…………… 2.4 Unit Writing a letter of complaint……………… 2.5 Unit Writing a set of instructions………………………… 2.6 Unit Writing a confirmation letter………………… 2.7 Unit Writing about advantages and disadvantages of the mass media……………………………………………… 2.8 Unit Writing an informal letter: giving directions 2.9 Unit Describing information from a table…………… 2.10 Unit 10 Writing a letter of invitation…………………… 2.11 Unit 11 Witing a letter of acceptance or refusal……… 2.12 Unit 12 Writing a profile………………………………… 2.13 Unit 13 Describing a film ( Model Lesson Plan)………… 2.14 Unit 14 Writing an announcement……………………… 2.15 Unit 16 Describing a chart………………………………… PART III A MODEL LESSON PLAN III.1 Writing lesson plan: UNIT 13 FILMS AND CINEMA Pages 4 5 6 8 9 11 11 12 12 13 13 14 15 15 15 15 17 17 III.2 The results of the lesson plan 20 CONCLUSION 21 INTRODUCTION Since 2006 the new set of English textbooks has been used on the national scale The aim of the teaching and learning of English in secondary schools in Vietnam is to enable students to use English as a means of communication at basic level in listening, speaking, reading, and writing Among the four skills, productive skills speaking and writing, especially writing are regarded as the most difficult It is easily understood because to produce a perfect piece of writing, even in their mother tongue, learners meet with a number of challenges: ideas, word use, genre, register, format, spelling, etc Such difficulties or problems in writing could be solved if the writer owns a good textual or discourse competence Therefore, discourse competence is closely connected with writing lessons, and teaching writing is equivalent to developing discourse competence in learners The problem is: Can teachers develop such a competence in learners? The answer to this question involves two abilities in the teacher: the first is the teacher himself must own such discourse competence, the second is the teacher must know how to build such competence in his students Being a teacher of English at a secondary school I am aware that teaching and learning how to write is of great importance and bears a numerous challenges to both teachers and learners Meanwhile, I am convinced that every teacher should create the aforementioned abilities for himself so as to improve his writing lessons During the school year 2020-2021 I have been trying to deal with this challenge in teaching writing I assume that this problem in teaching writing is not merely my own concern In fact, many teachers from other schools in the province have come up against many difficulties in their writing lessons: What is the outline of a profile? What language should be used in this type of letter? Who can help me with the model writing to the description of this chart? It seems clearly that it is advisable for every teacher of English to search for and have necessary materials to teach writing effectively Given the aforesaid reasons I am writing this document to share my teaching experience in teaching writing with those who have the same concern as mine The document discusses and deals with the matters of discourse competence and how to teach writing more effectively In the boundary of the school year 2020 -2021, I only focus on writing lessons in textbook English 10 Speaking lessons in the textbooks 10,11,12 and writing lessons in textbooks 11,12 will be dealt with in the coming school years The scope of this document is, therefore, within the writing lessons in 16 units of textbook English 10 Namely, the document has three parts: - A brief review of discourse competence This part can be seen as theory as it deals with all the theoretical matters mentioned in the document - A detailed examination of writing lessons in textbook English 10 and suggested preparation for the 16 writing lessons in the textbook - A model lesson plan and a detailed description of the result of two writing lessons conducted at classes 10B5 and 10B7 (experimental class), Hoang Hoa Two High Secondary School PART I DISCOURSE COMPETENCE: DEFINITIONS AND IMPORTANT ISSUES Discourse competence Textual or discourse competence is an aspect of communicative competence which describes the ability to produce unified written or spoken discourse that shows coherence and cohesion and which conforms to the norms of different genres (e.g a business letter, a scientific essay etc.) Apart from the ability to produce sentences which are grammatically correct and appropriate to the situation in which they are being used, learners must also be able to produce discourse in which successive sentences are linked through rules of discourse or discourse competence (Longman Dictionary of Language Teaching and Applied Linguistics, p.113) From the definition we can see that discourse competence involves the following matters: - coherence - cohesion - norms of genres - grammatically correct sentences - discourse markers or discourse linkers - rules of discourse All these matters will appear in each piece of writing whether it is short or long provided that it serves a communicative purpose Thus, in each writing lesson, the teacher must cover all these issues and help his students to produce such texts that not miss any requirements Except for coherence and cohesion which are defined the same in every case, the other terms can only be defined in a particular situation and in a specific lesson Cohesion and Coherence Cohesion is formal links which exist between sentences, the relationships that cause texts to cohere or stick together “ A text has texture and this is what distinguishes it from something that is not a text” (Halliday, MA K & Hasan, R (1976) Cohesion in English, London: Longman) Coherence is the familiar and expected relationships in experience which we use to connect the meaning of utterances, even when those connections are not explicitly made It is content links, that is semantic or rhetorical relationships that underline texts Coherence is built upon semantic ties in discourse and can obtain on the basic of relevance, the common shared knowledge between participants in a speech event, and how discourse is structured Text “Text is a piece of naturally occurring spoken, written, or signed discourse identified for purposes of analysis It is often a language unit with a definable communicative function, such as a conversation, a poster.” (Crystal,1992, 72) “Text is a stretch of language interpreted formally, without context.” (Cook, 1989, 156) - The duty of students is to produce texts to serve particular communicative purposes set in the textbook Therefore , the teacher in charge has to help students to create texts in accordance with the norms identified by the requirements of the particular lessons Genre In discourse analysis, genre is a particular class of speech events which are considered by the speech community as being of the same type Examples of genres are: prayers, sermons, conversations, songs, speeches, poems, letters, and novels They have particular and distinctive characteristics PART II WRITING SKILL IN ENGLISH 10 TEXTBOOK Course requirements At grade 10, students are expected to use English to write a text of 100120 words in length on a particular topic or to serve a communicative function basing on either a model writing or suggestions Examining textbook English 10, we can see that it requires students to produce 16 pieces of writing as follows: Unit1 Writing a narrative (Narrative and the past simple, Stages of a narrative) - Students are expected to understand the content and the language (the past simple tense), the outline of the model narrative - Students will be able to write a narrative about a hotel fire using prompts Unit1 Writing a narrative - Students are expected to understand and fill in a form with such essetial information about themselves as name, age, occupation,nationality, etc Unit Writing about people's background - Students are expected to write about a person's background basing on a curriculum vitae Unit Writing a letter of complaint - Students are expected to understand the basic outline of a letter of complaint - Students are expected to write a letter of complaint Unit Writing a set of instructions (Sequence connectors, Imperative verbs form) - Students will be able to understand the content and the language used in writing instructions (Sequence connectors and Imperative verbs form) - Students are expected to write a set of instructions on how to use a TV remote control using suggestions Unit Writing a confirmation letter - Students are expected to write a confirmation letter using cues Unit Writing about advantages and disadvantages of the mass media - Students will be able to understand the content and the language used to talk about advantages and disadvantages of television - Students will be able to write short sentences about advantages and disadvantages of the mass media - Students will be able to write a paragraph on advantages and disadvantages of a type of the mass media Unit Writing an informal letter: giving directions - Students are expected to write an informal letter giving directions to a friend Unit Describing information from a table - Students will be able to interpret information given in a table and convey the information in a paragraph Unit 10 Writing a letter of invitation - Students are expected to write an informal letter of invitation basing on suggested situation Unit 11 Witing a letter of acceptance or refusal - Students are expected to understand the outline of a letter of acceptance or refusal - Students will be able to write a letter of acceptance or refusal Unit 12 Writing a profile - Students are expected to write about biography of a famous musician Unit 13 Describing a film - Students are expected to write about basic content of a film basing on suggestions Unit 14 Writing an announcement - Students are expected to write a short announcement about an event related to sport Unit 16 Describing a chart -Students are expected to describe a simple chart Suggested preparations The textbook designs many tasks with the aim of helping students produce a final product However, teacher has to prepare more materials for their students And this is here the teacher's discourse competence acts The teacher should have the following: - A perfect model product for each type of writing - A detailed outline of each type of writing - Ideas, vocabulary, grammar needed for that particular piece of writing - Genre, register, style for that particular piece of writing - Anticipation of matters and questions raised by students - Clear stages for a particular writing lesson During the school year of 2020-2021 I have prepared neccessary materials for each writing lesson The preparations are based on the course requirements, the suggestions of the textbook and the document on standard knowledge and skills published by the MOET Namely: 2.1 Unit Writing a narrative a Definition and outline: -Narration is story writing When you write a narrative paragraph or essay, you write about events in the order that they happened In other words, you use time order to organize your sentences -An outline of a narration would be like this: + Introduction: Introducing the experience + Body: background, events in sequence + Conclusion: author's opinion, evaluation of the experience b Language: the past simple tense, the past continuous, time connectors c Time order words and phrases: Words: first, then, next, finally, afterward, meanwhile, etc Phrases: at first, at exactly 4:00 p.m, after that, after a while, a few minutes later, etc d Suggested narrative: Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire It was Saturday evening and everybody was sitting in the discotheque on the ground floor It was crowded with people They were sining and dancing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began coughing and choking Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life 2.2 Unit 2: Filling in a form a Definition: An official document containing questions and spaces for answers Forms not usually ask questions, but they ask for information Thay also ask you to certain things such as write in capital letters, block capitals, sign, delete, put a tick or a cross in a box, etc b Delete where not applicable: We use a slash to delete the information which is not applicable to you in a form c Sample form: THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM PLEASE WRITE IN CAPITAL LETTERS Mr./Mrs./Miss Surname: LE First name: QUE Date of birth: JUNE 12, 1978 Nationality: VIETNAMESE Language(s): VIETNAMESE, ENGLISH Address in your country: HOANG HOA, THANH HOA CITY Occupation: TEACHER Reason for learning English: Business/Pleasure/Exams/Others (If others, please specify) How many hours a day you want to stay at the school? HOURS What date you want to start? JUNE 1, 2021 Delete where not applicable 2.3 Unit Writing about people's background a Definitions: - Background is the details of a person's family, education, experience, etc - Curriculum vitae (CV): a written record of your education and the jobs you have done, that you send when you are applying for a job b Language in CV: School attended (name of the school you went to) Exam passed (name of the exam that you passed) Date from (from what date) Date to (to what date) c Language in background: the past simple tense and the simple present tense - Structures: work as a ., pass exams in , go to/attend school d Sample background: Mr Brown was born on November 12, 1969 (12th November 1969) in Boston He went to Kensington High School and passed exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 And from 1999 to 2002, he worked as a hotel telephonist He likes music and dancing 2.4 Unit Writing a letter of complaint a Definition: A formal letter of complaint is written to complaint about a problem which has arisen (e.g faulty merchendise, rude staff, inaccurate information, etc) It should explain the reasons for the complaint and usually includes a suggestion/request/demand concerning what should be done (e.g refund, compensation, etc) b Language: Mild or strong language can be used depending on the writer's feelings and the seriouness of the complaint, but abusive language must never be used 10 e.g Mild Complaint: I am writing to complaint about a factual error in yesterday's newspaper Strong Complaint: I am writing to express my strong dispproval concerning the offensive behaviour of an employee at your company c Outline - Introduction: Paragraph 1: state reason(s) for writing - Main body: Paragraph(s)2(-3): state complaint(s) with justification Paragraph(s) 3-(4-5): suggest what should be done - Conclusion Final paragraph Closing remarks Full name d Sample letter 53 Ho Xuan Huong Street Hanoi-Vietnam The Director English for Today Center 731 Van Xuan Street Hanoi-Vietnam 22nd February, 2021 Dear Sir, I am writing to complaint about the poor quality of the service at your center Everyrhing seems to be worse than what you say in the advertisement First of all, you say all the teachers at the centre are native speakers, but in fact all of them are Vietnamese You also say that there are no more than 20 students in a class but my class has over 30 students Next, you say we can have books and cassette tapes free of charge, but in fact, we had to pay for them To make the matter worse, none of the classrooms are air-conditioned Finally, what I hate most about your centre is the time Classes not only start late but also finish early To solve the problem, I require you to give me a refund Enclosed is a copy of the receipt I look forward to hearing from you and to getting a quick resolution of this problem Please contact me at the above address or by phone at (037) 3961465 Yours faithfully, Le Thi Que 2.5 Unit Writing a set of instructions (Sequence connectors, Imperative verbs form) 11 a Definition: A detailed information on how to or use something b Language used in writing instructions Sequence connectors: first, then, next, until, after that Imperative verbs form: lift, press, wait c Sample set of instructions on how to use a TV remote control If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turned on To turn on the TV, press the POWER button To select a programme, press the PROGRAMME button To watch VTV1, press button number To watch VTV2, press button number To watch VTV3, press button number To watch VTV4, press button number To adjust the volume, press the VOLUME button up or down If you not want to hear the sound, press the MUTE button To turn off the TV, press the POWER button again 2.6 Unit Writing a confirmation letter a Definition A confirmation letter is correspondence that is sent to confirm an oral agreement It can be business or personally ralated It can also confirm a reservation, a response to an invitation, receipt of a various iterms or services or meeting and conference arrangements b Outline - Opening (Dear ,) - Body + Restate the event (I'm glad to hear that you are going on a picnic with your classmates) + State the confirmation (Certainly, I will help you ) + State the convenience (Luckily, I'm having a day off on Sunday, so I'm free in the afternoon) + Confirm time and place (I'll be waiting fou you at at .) - Closing (Love, ) c Language: informal, future tenses d Sample writing Dear Lan, I'm glad to hear that you are having a birthday party on Saturday evening Certainly, I'll help you to buy two bunches of bananas, three kilos of oranges, ten mangoes and bring them to your house at 7:00p.m on Saturday evening 12 Luckily, I'm having a day off on Saturday, so I'm free in the afternoon and evening I'll be at your house at 7:00p.m on Saturday evening Love, QUE 2.7 Unit Writing about advantages and disadvantages of the mass media a Language used to talk about advantages and disadvantages of television help/encourage someone to something (help us to learn, encourage us to buy .) make someone/something +adjective (make things memorable, make us aware of, make us passive, make people violent b Paragraph -A paragraph is a group of related sentences that develops one main idea, which is the topic of the paragraph -A paragraph is made up of three kinds of sentences that develop the writer's main idea, opinion, or feeling about a subject These sentences are (1) the topic sentence, (2) supporting sentences, and (3) the concluding sentence The writer may add a final comment after the conclusion c A sample paragraph about advantages and disadvantages of a type of the mass media As a main type of the mass media , the Internet has a number of advantages and disadvantages First, it provides quick access to information and entertainment Second, it enlarges people's knowledge and understanding Finally, it makes life easier and more enjoyable to all of us As for disadvantages, the Internet makes people lazy because we not have to anything Next, some websites on the Internet contain too much violence Worst of all, the Internet harms people's eyes and costs their time and money The fact is the Internet is neither good nor bad The question whether the Internet is useful or harmful depends on the way we use it 2.8 Unit Writing an informal letter: giving directions a Language used in giving directions -get out of, -turn right/left, -keep walking, -go over (a bridge), -walk past (a medical centre), -take the first/second turning on the right/left - It's the one with b Sample letter Dear Jim, I'm very pleased to hear that you have decided to come here for the holiday I'm writing to tell you how to get to my house from Roston Railway Station 13 Now, when you come out of the station, turn right Keep walking for about minutes, you will see a small bridge ahead Go over the bridge, walk past a medical centre and a car-park Then take the first turning on the left Keep on until you see a shoe shop Mine is the first house after the shoe shop, opposite a souvenir shop It's the one with a red gate You can't miss it I have enclosed a map so that you can follow my directions easily Looking forward to seeing you soon Love, QUE 2.9 Unit Describing information from a table a Outline of the description - Introducing sentence giving general idea about the animal - Details (range and habitat, size, feeding habits, offspring, life span, conservation concern) b Sample writing Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans worldwide, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kg in weight and 1,2 metres in length while the largest one can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivoes and they eat mostly fish A female dolphin gives birth to one calf every years after a gestation period of 11 to 12 months A dolphin can normally live from 25 to 65 years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets 2.10 Unit 10 Writing a letter of invitation a Outline of an informal letter of invitation - Opening (Dear .,) - Body: + thanks/previous experience/interesting information + present situation/event + invitation (including time, places, activities, people involved) +extend the invitation (bring along family memebers, directions to house ) + remind about confirmation + show enthusiasm, expectation, anticipation - Closing (Love, .) b Language - Let's + V, - Why don't you + V ?, -Would you like +V ? - Do you feel like + Ving ?, - Can you + V ?, - How about + Ving ? 14 - Shall we + V ?, - Are you free ? c Sample letter Dear Lam, We haven't met since you moved I miss you a lot We are both having some days off between two terms soon If you haven't made any arragements, why don't we spend a weekend together? Do you feel like visiting the forest near my grandmother's home again? It looks quite different now because very many young trees have been planted at the Tree-Planting Festivals Do come if you find it possible and I'll make all the preparations then Give my love to your parents Your friend, QUE 2.11 Unit 11 Witing a letter of acceptance or refusal a Outline of a letter of refusal - Opening: (Dear .,) - Body + apologies for any dalay in replying (and an excuse) + news of yourself (what you have been doing recently) + thanks for the invitation + polite refusal (and reason) + alternative suggestions - Closing + signing off phrase b Outline of a letter of acceptance - Opening: (Dear .,) - Body + apologies for any dalay in replying (and an excuse) + news of yourself (what you have been doing recently) + thanks for the invitation + polite and sincere acceptance + arrangements if any - Closing + signing off phrase c Language - refusal: + I'm afraid I can't come because ., + I'd love to, but , + I'm sorry I can't (come) because - acceptance: +Yes I'd like/love to., +Yes, that's a great idea., + Yes, I'd be delighted to 15 - making arragements: +I was wondering if + Would it be possible for me to ? 2.12 Unit 12 Writing a profile a Definition A description of sb/sth that gives useful information b Language: The past simple tense c Sample profile of Van Cao Van Cao was born on 19 November, 1923 in Nam Dinh into a poor worker family He started composing music when he was very young His first song was written in 1939 and he quickly became famous In 1944 he wrote Tien Quan Ca and it was chosen to become the Vietnam National Anthem Van Cao's artistic works include songs, poems, and paintings Van Cao died on 10 July, 1995 in Hanoi Van Cao is known as a very talented musician and highly appreciated by the Vietnamese people 2.13 Unit 13 Describing a film ( Model Lesson Plan) a Definition A description is a piece of writing or speech that says what sb/sth is like 2.14 Unit 14 Writing an announcement a Outline of an announcement + Name of the announcer + The event + Details of the event (time, place, price, etc .) b Sample announcement Hoang Hoa Two High School's football team wishes to announce that the team is seeking new players for the new football season Volunteers must be good at football and are studying at Hoang Hoa Two High School The first meeting of volunteers will be at p.m on Saturday, April 15, 2021 at Hoang Hoa Two High School football field For any further information, please contact Le Van Nam, class 10B5 or at phone number 3866036 2.15 Unit 16 Describing a chart a Outline - Introduction ( what the chart presents/illustrates/shows) - Body/Description + general idea/main points of the chart (what can be seen from the chart) +the most striking features +other main features of the chart - Conclusion (restate the main points) (Note: This part is optional) b Sample description of the chart 16 The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002 It is clear from the chart that the number of visitors from the three countries in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 Australia had a little fewer visitors than France although the number of Australian visitors in 2002 to Vietnam increased by 12,839 people in comparison to that in 2001 PART III A MODEL LESSON PLAN 17 Writing lesson plan D WRITING UNIT 13 FILMS AND CINEMA Describing films – Period 85 – Aims: To provide a writing lesson where: - Students can describe films they have recently seen or they like best - Students develop writing skills Materials: - Tieng Anh 10; pages 137, 138 - Projector - Handouts Method: Communicative approach, integrated skills Language items: - tragic, sink, luxury,liner voyage, disaster, icerberg, be engaged - Verb tense: The present simple tense Procedure Warm up - - To introduce the topic (5m) (T-class) - T gives the music of a song - Ss guess the name of the song - T asks Ss to answer some questions related to the lesson (appendix 1) Vocabulary (board) - To present new vocabulary (6m) (T-class) - Pre-teach new vocabulary (tragic, sink luxury, liner, voyage, disaster, iceberg, be engaged) - Using pictures to teach vocabulary - Students guess the meaning of the new words - T feedbacks - T reads the new words, Ss repeat Task Reading the description and answering the questions (board) Students read questions and find out key words -To prepare linguistic materials for students to answer questions (2m) (appendix 2) Ss answer the questions - To help students to understand the description - T feedbacks (appendix 3) T elicits the outline - To help students know the outline.(appendix 4) - T gives the note: Verb tenses: The present simple tense Ss write the description of films they have recently seen or they like best following the outline - To develop writing skill - T calls on a student to go to the board and write his/her description - Other Ss write on their handouts (appendix 5)-handouts T feedbacks Conclusion - T summarizes the main points Ss have just learnt in the lesson 18 APPENDIXES Appendix 1: Warm-up - The music: My heart will go on - Some questions: + Do you know which film this song is on? + Have you ever seen this film? + What is it about? + Could you tell us some information about the main characters? Appendix 2: Questions’ key words What is the name of the film? What kind of film is Titanic? What is it about? Where is it made? What is it based on? Who is/ are the main character(s)? What you know about the character(s)? Does the film have a happy or a sad ending? Appendix 3: Key answers The name of the film is Titanic It is a tragic love story film It is about the sinking of a luxury liner It’s made in America It is based on the true story of Titanic The main characters are Jack Dawson and Rose DeWitt Bukater Jack is a young and generous adventurer Jack and Rose fall in love with each other It has a sad ending Appendix 4: Outline * Introduction: The title of the film: 19 - The name of the film is * Body: The kind of the film: - It is a (cartoon, horror, action, ) film Based on: - The film is based on Filming place: - The film is made in The content of the film: - The film is about - The film tells us a story about The main characters: - The main characters are The ending of the film: - The film has a (happy/ sad) ending * Conclusion: Give the comment on the film: - The film makes me + adj - I find it really + adj Appendix 5: Handouts “Of all the films I have seen, “ (1)” is the one I like best .(1) is a/an (2) film based on (3) It is made in (4) The film tells us a story about (5).The main character(s) is/are X (6)andY X (7).(8) The film has a (9) ending and I find it really (10)” 20 The results of the lesson plan The lesson plan is applied with class 10B7 Students understood the outline of the film desription and they can produce good descriptions of the films they have seen With class 10B5, I didn't apply this lesson plan I didn't give outline and explanation on the language use and functions of the sentences in the model description Consequently, students in class 10B5 couldn't produce satisfactory writings although students in class 10B5 are more intelligent than students in class 10B7 The results of the two writing lessons conducted in classes 10B5 and 10B7 were as follows: Class Number of students Satisfactory writings Unsatisfactory writings 10B5 40 28 12 10B7 41 30 10 As can be seen from the table with the help of teacher's discourse competence, teacher can provide a better lesoon for his students and as a result, forming discourse competence in his students If teacher does not prepare more materials using only sources available in the textbook, his students are not given adequate instruction on how to write a particular piece of writing 21 CONCLUSION Discourse competence is by far the most important in teaching productive skills With a good discourse competence, teacher can teach writing effectively He will know how to provide students with necessary knowledge to achieve a particular aim of each writing lesson To build discourse competence is a must to every teacher of English at secondary schools Textbook does prepare a great deal of teaching material for teachers However, it leaves considerable space for them In writing lessons, textbook requires teacher to have an adequate knowledge of 16 types of texts If teacher does not have this knowledge, his writing lesson can never be satisfactory Therefore, to deal with writing lessons in textbook English 10, teacher needs to prepare sample writings of these 16 texts as well as good knowledge of the genre, the language and outline of the texts The result of writing lessons conducted in two classes at Hoang Hoa Two High School have proved that discourse competence of teacher does help him a great deal in teaching writing Therefore, it is hoped that teachers of English always apply their discourse competence in their teaching School Leaders’ confirmation Hoang Hoa, May 20th 2021 Hereby, I certify that the study is the result of my own research Lê Thị Quế REFERENCES 22 Tiếng Anh 10, Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn, Nhà xuất Giáo dục, 2008 Tiếng Anh 10, Sách giáo viên, Hoàng Văn Vân, Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn, Nhà xuất Giáo dục, 2008 Alice Oshima and Ann Hogue Introduction to Academic writing, Longman, 1997 Brown, G and G, Yule (1983) Discourse Analysis, Cambridge CUP Cook, G (1989) Discourse, Oxford University Press Halliday, M.A K & R Hasan (1976) Cohesion in English, London : Longman Nguyen Hoa ( 2000 ) An Introduction to Discourse Analysis, Hanoi National University, College of Foreign languages DANH MỤC 23 CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI C TRỞ LÊN Họ tên tác giả: LÊ THỊ QUẾ Chức vụ đơn vị công tác: Giáo viên Tiếng Anh trường THPT Hoằng Hóa TT Tên đề tài SKKN Cấp Kết Năm học đánh đánh đánh giá giá xếp giá xếp xếp loại loại loại Vận dụng phương pháp giao tiếp để Sở GD C 2001-2002 dạy tập 1(A) SGK lớp 11 theo & ĐT phương pháp đổi Dạy kỹ nói để học sinh hứng Sở GD C 2012-2013 thú học & ĐT 24 ... himself so as to improve his writing lessons During the school year 2020-2021 I have been trying to deal with this challenge in teaching writing I assume that this problem in teaching writing is not... students to use English as a means of communication at basic level in listening, speaking, reading, and writing Among the four skills, productive skills speaking and writing, especially writing are... be able to interpret information given in a table and convey the information in a paragraph Unit 10 Writing a letter of invitation - Students are expected to write an informal letter of invitation