Some methods in teaching pre writing helping class 11a2 improve their writing skill

THANH HOA DEPARTMENT OF
EDUCATION AND TRAINING
LE HOAN HIGH SCHOOL

THE INITIATIVE EXPERIENCE

THE THESIS:

SOME METHODS IN TEACHING PRE-WRITING HELPING
CLASS 11A2 IMPROVE THEIR WRITING SKILL

Author: Le Thi Hong
Occupation: Teacher
Field ( Subject): Foreign language

THANH HÓA NĂM 2016
1


PART I: INTRODUCTION
I.1. Reasons for choosing the thesis.
As you know, English is an international language which is used by a lot
of
countries all over the world. It also becomes main language in
communicating among different people in different countries in the world.
With the trend of integrating, Vietnam has been promoting their abilities
in all aspects. Therefore, in education, Vietnam really pays attention to teaching
and learning English all schools in Vietnamese educational system. English is
also becomes a chore subject in national educational system. From those, we see
the importance of teaching and learning English in the development and
integration of our country.

English is a device for communicating and integrating with many
countries in our region and in the world, a device for approaching modern
technology and science and exchanging economics, politics and culture between
our country and others in the region and in the world.
In Vietnam, nowadays students begin to learn English at primary school.
In high school, they continue the teaching program from primary school to
secondary school. They learn English with four skills such as writing, listening,
speaking and reading along with language focus to continue improving their
skills and knowledge. Furthermore, they also prepare the best knowledge for
their most important examination of graduating or use the knowledge for higher
education.
As an English teacher I know the importance of English with my students,
so I always try to find out the best methods in teaching English for them. In our
school system, English is both different and characteristic subject. It makes
students curious and passionate. However, it also creates a lot of difficulties and
misunderstandings. As a result, students sometimes feel discouraged. In this
situation, teacher has an very important role to transfer the passion and the
enjoyment to their students.
When teaching English at high school, specially teaching the 11th grade at
Le Hoan high school, I see that most of my student like learning English. They
also try their best to learn it in all skills and language focus. While teaching
them, I see that my students are attractive and exciting with reading, listening,
writing skill and language focus, but they seem indifferent to writing skill.
However, nowadays writing skill is step by step becoming an important part in
their study. As you know, this skill has been becoming a important part in the
examination for English excellent students for many years. A Large part of
students hadn't done well in this part. Besides a few years ago, writing skill or
paragraph writing didn't appear in the final exam of graduating and higher
education, but now we can see that in this exam, writing skill is becoming an
essential part and accounts for 2 marks in total 10 marks for all parts. From these

elements. I see that I have to update and change my method in teaching writing
2


skill so that I can make students really like this skill more than ever before. So
as to help students improve their writing skill, I also see that in this skill, prewriting stage is a very important stage in teaching writing and also has
significant effects on the students' writing performance. If students are not
prepared well enough, they can't write well, they can't write anything in their
notebook.
With my own thought and my own experience in teaching English at Le
Hoan high school for many years, I strongly try to give my own bright
experience: Some methods for teaching Pre-writing effectively helping the 11th
grade students improve their writing skill.
With the thesis I hope that I will contribute my little experience to help
my students like and improve the writing skill in the next courses.
I.2. Objectives.
When teaching writing skill to the students in the grade 11A2 at Le Hoan
high school. I found out that pre-writing stage is very important in teaching
writing skill and it also effects students' writing result, so I decided to carry out
this thesis. Firstly, I want to find out some other methods in teaching pre-writing
effectively. From changing this stage helps students improve their writing
performance result in writing skill. Secondly, I want to create my own
experiences which are useful and necessary for my teaching. The experiences
will be used in the next courses and bring out the good results in my job.
Furthermore, I also want to contribute my own experiences in teaching English
at Le Hoan high school. Hopefully that the results of this study would be shared
with any colleagues who had the same problem or anyone who is interested in
this study. Last but not least, Based on the results of this action research, some
changes and new methods could be applied in some lessons I hope that my
students will love writing skill more than ever before and work effectively in the

writing lessons.
I.3. Participants.
The subjects chosen for the research include 45 students in the class 11A2
at Le Hoan High School with the survey questionnaires. The research was
carried out during the first term of the academic year 2015 – 2016 at Le Hoan
High School.
I.4. Methods of the study.
The study bases on teacher's main activities: teaching time in the class
The data is collected by sets of questionnaires. some were set before using
the methods and others were set after using the methods.
Other sources of data come from writing tasks from the textbooks. The
analysis of the data hopefully will bring about reliable findings useful for the
teaching of writing to students at Le Hoan High School.

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PART II: CONTENTS OF THE THESIS
II.1: Rationale which affects to the thesis.
Students' result in writing lesson can be affected by some major factors
which originate from students, teachers, and other external factors.
II.1.1. Students' factors
II.1.1.1. Students' learning style
As we know, it is normal that there are about 40 to 50 students in peer
classroom at high school. They are different individuals in a class. Different
individuals may have different learning styles and different kinds of work. They
want to get different degrees of care and attention from the teacher. It means that
there are different reactions from students toward the pre-writing stage. From
those If teacher realizes the differences among individuals in the class when they
create an activity, the students will take part in the lesson actively.

II.1.1.2. Students' language level.
It can be easily seen that Le Hoan high school is situated at the
countryside in Xuan Lai commune, Tho Xuan district. Most of the people here
have medium living condition, so most students learn English with very simple
ways. They only learn English from their teacher at school. These students have
medium level, few also have low level. Others, but not large a mount of students
with good living condition from their parents, find out some extra ways for
learning English such as learning outside the school, using cassette, computer
and cell phone to learn online. This group of the students has good knowledge. It
means that students' language level is different. Therefore, teacher may have
some difficulties in choosing a suitable teaching method, language and activity
which are used in a class.
II.1.1.3. Students' attitude
Beside students' learning style and students' language level, students'
attitude in writing is very important. This decides the success in learning a
foreign language. Students' attitude may derive from the society, the friends, the
parents, their purpose or the teacher and his or her method. Among these
sources, teacher and his or her method may be the most important factors. For
teacher, his or her attitude and enthusiasm helps himself create a positive
classroom atmosphere. For the method, it means both teacher's and students'
confidence shown in the way of teaching and learning. If they lose their
confidence the chances of success in learning a language will be very small.
II.1.2. Teacher's factors
II.1.2.1. Teacher's teaching method.
In pre-writing stage as well as pre-lesson stage, teacher's teaching method
focus on the ways which teacher designs appropriate activities to motivate
students to write. Most students believe that the teacher is a fountain of
4

knowledge and their main responsibility is to transfer that to students. Besides
the more knowledge of the lesson a teacher can apply to his student, the teacher
should make students feel more interested in it. When students feel comfortable
and interesting, they can produce a good writing.
II.1.2.2. Teacher's instruction.
Before asking students to do something, teacher always has to explain and
instruct them. If students don't understand teacher's instruction. They don't react
anything. This is a problem that teacher's instruction should be clear and short
not too complicated. To have a good instruction, before giving instruction
teacher should prepare what they are going to say and ensure that the class's
attention. Next they should give the information more than one. That helps
students know exactly what they will have to do next.
II.1.3: Other factors
II.1.3.1. Time limitations
Normally, in pre-stage it takes from 7 to 10 minutes to conduct the
activities. However, in some large classes with a number of students whose
English knowledge is limited, it often takes more time to conduct these activities
II.1.3.2. Classroom and material limitations
In teaching lesson, there are some facilities in classroom which also affect
students' learning and students' result such as the lightness, the temperature or
classroom atmosphere and facilities for displaying pictures and chart. As we
know English is a subject which is using and updating a lot of pictures about
many aspects in daily life. the use of visual display to show these pictures in
teaching and learning is an effective way, that makes students exciting and wants
to discover the subject more. However, most schools of Vietnam don't have the
best condition for students to learn foreign language. Most classroom don't have
computer screen or visual display unit, students have to sit in a crowded number.
Those surely affect students' learning result. Others such as lightness,
temperature or classroom atmosphere if they are not good enough , they also
makes students are not comfortable, so their learning result is also not good.

II.1.4. The writing program for the grade 11th at Le Hoan high school.
Basing on the new text books designed by the Ministry of Education and
Training. English is taught with four skills and language focus which focuses on
grammar and pronunciation. The writing program at Le Hoan high school is the same as
this book with the aim of improving students' abilities in writing. On English 11
textbook, we have 16 units with 16 topics for student's writing. There are a range of
types to practice writing with narrative, writing letters, describing statistics from
a chart or a table or writing a report or a biography.
From the content and writing lesson of the textbook, We can see the writing
topics in the first term of the academic year. It consists of the 8 units with 8
topic for students' writing. After 8 units they review to prepare for the final first
term test.
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Topic 1

Unit 1: Friendship - Writing a narrative: Writing about your friend
Unit 2: Personal Experience
Topic 2
Writing a personal letter to describe a past experience
Topic 3
Unit 3: A Party - Writing an informal letter of invitation
Unit 4: Volunteer work - Writing a formal letter expressing
Topic 4
gratitude
Topic 5
Unit 5: Illiteracy - Describing information in a table
Topic 6
Unit 6: Competitions - Writing a letter of reply

Unit 7: World population
Topic 7
Interpreting statistics on population from a chart
Unit 8: Celebrations - Describing a celebration’s activities
Topic 8
Final first – term Test
The teaching and learning tasks for the second term will be shown as follows:
Unit 9: The Post Office
Topic 9
Writing a formal letter to express satisfaction or dissatisfaction
Topic 10 Unit 10: Nature in danger - Describing a location
Unit 11: Sources of energy
Topic 11
Describing information from a chart
Unit 12: The Asian Games
Topic 12
Describing the preparations for the coming Asian Games
Topic 13 Unit 13: Hobbies - Writing about a collection
Topic 14 Unit 14: Recreation - Describing a camping holiday
Topic 15 Unit 15: Space Conquest - Writing a biography
Unit 16: The Wonders of the world
Topic 16 Writing a report on a man – made place
Final Second – term Test
II.2. Some problems before implementing the thesis.
II.2.1. Some features about class 11A2.
II.2.1.1. Advantages
Class 11A2 is the class with 46 students. Most of them have good
knowledge about Math, Physics and Chemistry because they choose them as
their main subjects for their studying and their higher education. When they
learn those it means that most of the students in class 11A2 have a good logical

6


ability. Beside their main subject, they can have special ability for learning
others quickly and well.
With my subject, English, most students in the class 11A2 really like it
and also aware its importance for their future. Therefore they always feel
attractive and try their best to learn it. From each lesson, I saw my students'
passion and attention. They always listen to me and have a good interaction with
their teacher, which makes me feel satisfied and exciting when teaching them.
II.2.1.2. Disadvantages
My student's attitude in learning is very good, but it also have some
limitations. Firstly, their main subjects are Math, Physics and Chemistry, so they
spend much time studying them. It means they spend little time on the others as
well as English. Secondly, I began teaching them when they was lass 10A2. That
time I saw my students writing bad. They didn't like this kill, they didn't pay
attention it much. When I asked them to write, they seem indifferent to this kill
and became passive. Maybe, my students didn't practice this skill well and
regularly at secondary school and that time writing skill didn't mention in their
exams so they didn't need and pay attention too much. Last but not least Most of
them also don't have good condition in using modern devices for studying
foreign language such as computer with internet connection, radio or expensive
cell phone. These are some disadvantages affecting my students in learning
English.
II.2.2. Old method in teaching pre-writing and its results.
I began teaching class 11A2 last year. In that time I taught writing skill
based on the design of the textbook. I also taught this kill with three stages pre,
while and post stage sometimes I taught four stages consisting warm-up. I didn't
change anything in the textbook. I also asked my colleges for how they taught

this kill. They gave me the same steps as I did. You can see the method and its
result which I and my colleagues used last year in teaching writing kill in class
11A2 and other classes at Le Hoan high school as some following examples:
Example 1: Topic " write a letter to express gratitude " Unit 4: Volunteer work
Stages
Teacher's activities
Students' activities
- pointed at the letter in the text - answered " It is a letter"
book and asks students " what is
Warm-up
this? "
(3 minutes)
- said " ok, today we are going to - listened
learn how to write a formal letter of
expressing gratitude"
Pre-writing
- explained some news words and - listened and did the task
(10 minutes) asked students to do task 1 in the
textbook
- called students to give their - gave their answer
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answer for the task
- gave feedback
- asked students to do the task 2 for
the while-writing and explained the
requirement of the task for students
- went around and gave help for
students.

- listened to the teacher.
Some began to do the
task by writing the letter
of expressing gratitude.
Some did nothing, some
asked teacher's about
some new words, some
Whileasked their friend.
writing
- Some students in the
(20 minutes)
class did not know what
to do with their writings
so they copy the whole
sample letter in the text
book
ignoring
the
requirements
of
the
writing tasks
Post- writing -asked students to work in pairs and - worked in pairs and
corrected their writing
(12 minutes) correct their writing each other
Example 2: Topic: " Describing a celebration's activities" Unit 8: Celebration
Stages
Teacher's activities
Students' activities

- asked students to tell name of - gave the name
warm up
the celebrations in Vietnam
( 5 minutes)
- gave feedback
- asked students to choose a - chose the celebration
celebration to describe
Pre-writing
- explained the task and some - listen to the teacher
( 10
new words
minutes)
- asked students to use the main
points in the task to describe the
celebration they chose
- asked students to use the - wrote the paragraph
Whileguideline in the task to write - some wrote, some thought
writing
their paragraph
about the lesson, some looked
( 20
- went around to view students' indifferent to it.
minutes)
writing
Post- asked students to work in pairs - corrected their writing
writing
and corrected their writing each
other
8

( 10
- gave feedback about students'
minutes)
writing.
From two situations I see that my students didn't feel attractive with the
topic and the writing lesson. They felt bored, so their writing would be affected.
To know exactly the cause of this problem and to find out the solution as well as
the better methods in teaching writing I implemented a survey to get
information from my students. In my survey, 45 students in class 11A2 were
asked to give their answer to the questions from the teacher then handed in their
papers to the teacher. After the survey, teacher statistic students' answer to find
out the cause. There were the results of the survey.
Question 1: " What do you think of your writing performance today?"
Choices
Very bad
bad
Fair
Good
very good
Number
19
12
8
4
2
Percent (%)
42,22
26,66
17,77

8,88
4,47
The result in the table shows that the writing performance of the class
11A2 wasn't good. The percentage of students who thought their writing
performance on that day very bad got the highest rate with 42,22% and 26,66%
of the students thought their writing result was bad. 17,77% of the students
accessed that their writing was fair. Meanwhile the number of students who
thought their writing good and very good accounted low rate with 8,88% and
4,47%. The number showed that students' writing was boring and not effective.
Question 2: " Why can't you give a good writing performance today?"
Reasons:
a. My vocabulary, grammar and structure are so poor
b. I don't have much information about the topic
c. I don't feel being motivated enough.
d. I don't know what and how to write.
e. you choose all
Choice
number
percent

a
0
0%

b
0
0%

c
0

0%

d
0
0%

e
45
100%

As can be seen from the table, most students thought they were lack of
many things in the writing lesson . From the information collected. I am aware
of the importance and the influence of pre-writing stage in student's writing.
Question 3: "What factors do you want your teacher change in writing lesson?"
Factors:
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a. Teacher should create pre-writing stage effectively and attractively.
b. Teacher should speak louder.
c. Teacher's instruction should be short and clear enough
d. change teacher's mood and teacher's lifestyle.
Choice
a
b
c
d
Number
30
10

3
2
Percent(%)
66,66%
22,22%
6,66%
4,56%
As can be seen from the table, most of the students thought that teacher
should change pre-writing stage by creating it effectively and attractively. it
accounted 66,66%. 22,22 % and 4,56% of them thought that teacher should
speak louder and teacher's instruction should be clear and short enough. Others
accounted a small rate with 22,22%.
From these causes and students' ideas. I think I should change my method
in teaching writing skill, specially in teaching pre-writing stage.
II.3. Some methods in teaching pre-writing effectively helping class 11A2
improve their writing skill.
II.3.1. Some notes teacher should remember when teaching pre-writing
From students' ideas as well as my own experience, I gives some notes
which are necessary for pre-writing stage.
a. prepare more than one suitable activity for pre-writing stage.
b. if teacher can, make the writing topic easier.
c. try to give clear and short instruction.
d. make sure that students are motivated to work and are more interested
in the writing lesson.
e. pay more attention to less-active or quiet students and encourage them
to work.
f. manage time well in each part of the writing lesson.
II.3.2. Using some popular and useful techniques in teaching pre-writing
stage.
To have an effective pre-writing stage, we need to mention and use some

popular and useful techniques. They are the keys to create a successful and
effective pre-writing stage. We should mention these following techniques.
II.3.2.1. Brainstorming:
In this technique, teacher asks students to work in groups and produce
words and ideas about the writing topic. Then teacher asks a member of each
group to go to the board and write down their ideas. From this activity students
produce their words and then use them for their writing in next part.
II.3.2.2. Free-writing: It is simply putting on paper every thought that is going
through their head like with brainstorming anything. However, brainstorming

10


often look more like a list of ideas, free-writing usually takes the shape of more
formal sentences. Even so, grammar, punctuation should be far from their mind.
II.3.2.3. Comprehension questions;
From the writing topic, teacher gives some questions which relates to the
topic. These questions lead students to the main content of the lesson. in this
technique teacher can start by the question words such as who, why, when,
where, what, how...
II.3.2.4. Mind-mapping:
It is a great way to show relationship between ideas. To begin this
technique, teacher writes the topic in the center of the page and put a circle
around it. Then teacher asks students to give their ideas about the topic around
the topic word in the center. Teacher can help students give their ideas by asking
the questions around the topic.
II.3.2.5. Picture description:
Teacher can show student a picture which relates to the writing topic.
Then asks them to describe the main content of the lesson. From students'
description. Teacher gives them some guides and some requirements about

words and structure. Students can use all things that they have for their writing.
II.3.3. Introduce or give the form of a normal paragraph for student in prewriting stage.
With students at high school, writing skill seems focus on a normal
paragraph writing or a normal letter, so introducing or giving the form of the
paragraph is very important and necessary. A normal paragraph consists three
main parts: topic sentence, supporting sentences and concluding sentence.
Topic sentence is a completing sentence which consists one subject, one
verb and one full meaning. Topic sentence has two parts: Topic which announces
what the writer writes about or who the writer write about. Controlling idea
gives the main idea.
Supporting sentences gives the main ideas to explain for the topic
sentence. Supporting can be events, examples or information. The supporting
sentences can be arranged by many ways such as according to the time or the
most important thing to the least important thing or vice versa.
Concluding sentence's position is at the end of the paragraph. It is the way
to rewrite the main idea of the topic sentence by the other way or giving
conclusion basing on the supporting ideas before. Some paragraphs have
concluding sentence, others don't that depends on the writer.
II.4. The specific results with teaching activities, my colleagues and my
school.
To see the effect of these methods in teaching writing skill, I continue
using some examples with my students in writing lesson with some writing
topics in the English 11 textbook. With two examples, I hope that you can see
11


the changes in teaching writing lesson by using the new methods. You also see
the positive attitude from my students in each lesson.
Example 1: Topic: " write a letter of invitation" Unit 3 : A party
Stages and

Teacher's activities
Students' activities
time
Pre-writing - divides students into two groups - divide into two groups,
then shows three pictures about look at the pictures
(13mins)
three parties ,asks students to
look at them
- two students of two groups
- calls a member of each group to go to the boards and write
go to the board and write the the name.
name of the parties which group
writes more quickly and correctly
is winner and gets gift from the
teacher.
-check and find
- asks students to check and find
answer: birthday party
the winner
wedding party
anniversary party
- continue asking questions "
With your age, what party have - answer the question
students
answer
you
ever
celebrated
or most
"birthday party"

participated?"
- asks students to work in groups - work in groups of 4 and
of 4 and discuss about the discuss about birthday party
birthday party by answering the by answering the questions.
questions
Questions:
1. When do you often celebrate
your birthday party?
2. Where is the party held?
3. Who was invited to the party?
4. What food and drink will be
served at the party?
5. What activities will be taken
place at the party?
- talk about their discussion
- after students' discuss, calls - listen to the teacher
students in some groups to talk
about their discussion
- gives feedback and introduce
the form of a letter for students
12


again
- from the information in the first
stage, asks students to write a
letter of invitation about their
birthday
party
using

the
information in the first stage and
the form of the letter
- goes around and give helps if
students need

- begin to write their letter
using information in the
first stage.
- Students write the letter in
Whilevery good mood with the
writing
ideas, the words, the form of
22mins
the letter in pre-writing
stage. Some write a short
letter. Others do it better
-asks students to work in pairs for - do peer correction
Postpeer correction
- listen to the teacher
writing
- corrects students' writing and
8mins
give feedback
- asks students to write a - do homework
Home-work
paragraph about their parents'
2mins
anniversary party
As can be seen that this period is considered to be successful. Because

students work from the first stage to the last stage. Besides they think and give
their words and their ideas. From this activity they have enough necessary things
form their writing.
There is no problem with students' misunderstanding toward teacher's
instruction.
Students interact and cooperate effectively
Method for teaching pre-writing in this lesson is suitable and effective.
Example 2: Topic : " Describing a celebration in Vietnam" Unit 8: Celebration
Stages
Teacher's activities
Students' activities
and time
Warm-up
Playing a game: " Slapping the
(5mins)
- divides class into two board"
groups A & B. Each - work in groups, some volunteer to
group chooses 4 members go to the board and play the game
to go to the board and
play the game
- shows 4 pictures about - look at the pictures
4 celebrations in Vietnam - listen to teacher, take turn to slap
- reads the name of each the picture with its name when
celebration step by step, teacher reads
asks students to listen
carefully and take turn to
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Prewriting

(12mins)

slap the picture they think
is correct
-Which group has a lot of
correct answer and slap
more quickly is winner

P1: Mid-autumn festival
P2: National Independence day
P3: Teacher's day
P4: Women's day
- find out the winner.

- asks students to work in
pairs and choose one
celebration for their
writing. then uses a mind
mapping to ask students
to give their ideas about
this celebration
- Teacher's mind mapping

- work in pairs and choose
most students choose " teacher's day"
- after working in pairs and giving
their ideas through their mind
mapping.

popular

activitie
s

date

teacher's
day

Teacher's
day
purpose of
the day

Whilewriting
(19
minutes)

After

-give students the form of
a paragraph a gain
- asks students to write a
paragraph to describe
"teacher's
day"
in
Vietnam by using their
ideas in pre-stage and the
form of a paragraph
- goes around and

observes
students'
writings
- gives helps if student
need
- asks students to work in

students'
feeling

- listen to the teacher
- write the paragraph with the things
they have
- ask teacher's help if they want.
- most students feel attractive with
their writing because they seem to be
prepared necessary things. A large
part of students complete their
writing with a normal and short
paragraphs. Others do better with
longer paragraphs
- work in pairs and correct the
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writing
(8
minutes)

Homework

(1
minutes)

pairs and correct the
writing each other
- goes around and
corrects for students'
writing if necessary.
- give feedback about
students' writing.
- asks students to mindmapping
about
"Vietnamese
women's
day"
and
write
a
paragraph of 120 words
to describe it

- mind-mapping and write a
paragraph of 120 words about "
Vietnamese women's day"

decorate
classroo
m

take part in

some contests

try to get
good
marks

writing each other
- ask teacher's help if they need

popular
activities

give gifts and
visit teacher's
house
Express ss' thanks
for the teacher
express their
respect

on 20th
November
every year
date

teacher's
day

exciting
purpose

of the day

create the close
relationship
between
teacher and
students

student
s'
feeling

welcome the day
with their
enthusiasm

More details about students' mind mapping.

15


In this lesson, Students work effectively in the whole lesson. In the first
stage, they play a game, which makes them feel excited. Then they work in
groups to give their ideas about the topic by using mind-mapping. With teacher's
help students have necessary things for their writing such as words, ideas,
structure and form of a paragraphs. Therefore, in next part. while-writing most
students are well-done. This lesson is also considered successful. Because
everything is suitable and fascinating to students from the first to the last stage.
From 2 examples in using the old method in teaching pre-writing and 2
examples in using the new methods in pre-writing we can see some changes.

Before
- Students didn't work effectively
because they didn't have words, ideas
and structures.
- Students' attitude for the writing
lesson wasn't good. They felt boring so
they weren't active in their writing.
- Students' result for the lesson wasn't
good. Because most of them couldn't
complete their writing
- Students weren't motivated

After
- Students worked effectively. They
thought and produce their words,
ideas and structures.
- students felt exciting because they
are active in a lot of activities before
writing.
- Students' result for the lesson was
good. Because most of them
complete the task with normal
paragraph. Some made it better.
- Students were motivated

After using the new methods in teaching pre-writing and writing skill for
class 11A2, I also produce some research questions to know exactly its effect
and students' result in this lesson.
Question 1: " What do you think of the activities in pre-writing stage today?"
Students choose these following answers:

a. very boring
b. boring
c. interesting and challenging
d. very interesting
choice
a
b
c
d
Number
0
0
30
15
Percent
0%
0%
66,66%
33,34%
From the table, we can see that most students loved pre-writing stage on
that day. 66,66% of the students said that the stage was interesting and
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challenging. 33,34% of the students really loved it because they thought it very
interesting. From teacher's statistic, the pre-writing stage of the two lesson was
effective when being used the new methods.
Question 2: " What do you think of your writing performance today?'
choice
very bad

Number
0
Percentage
0%

bad
0
0%

fair
8
16,66%

good
25
55,55%

very good
12
27,79%

It appeared that most students completed their writing lesson. The number
of the students though that their writing result was good and very good
accounted for very high rate 55,55% and 27,79%. 16,66% of the students could
complete their writing with normal paragraph. There were no students stated that
their writing performance was bad and very bad. This rate was contrary to with
the rate before changing the methods in teaching pre-writing stage.
Question 3: " What make your writing performance better?"
a. Teacher carried out interesting activities in pre-stage, which made the
class work well.

b. Teacher encouraged all students to work and give their ideas in prestage.
c. In the lesson, you got the things you need for your writing, words,
grammar and structure.
d. Teacher gave clear instructions,
e. All were correct.
Choice
a
b
c
d
e
Number
0
0
0
0
45
Percentage
0%
0%
0%
0%
100%
In this question, all of the students agreed that these factors were changed
and made their writing successful.
Question 4: " What were the good points of the pre-stage in writing lesson
today?"
a. The method in teaching pre-writing was suitable and logical, so the prewriting stage was really effective for students' writing.
b. Students were motivated
c. The stage helped students to build their confidence in writing and

overcome the lack of language use. Therefore students improved their writing
skill.
d. All were correct
Choice
a
b
c
d
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Number
0
0
0
45
Percentage
0%
0%
0%
100%
All of the students agreed that the method from changing pre-stage helped
them much in their writing. From that time they began to love writing skill
more.
The methods are not only used in class 11A2 which I am teaching. My
colleagues
also used them in their class and got good results from their students. From this
thesis my colleagues and I find that we love teaching writing skill more because
our students love it too. From the methods we can help students perform their
writing well and get good result in their exams.

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PART III: CONCLUSION, SUGGESTIONS.
III.1 Conclusion:
Like reading, listening, speaking skill and language focus, Writing is an
important and essential part in teaching and learning English. together with other
skills, Writing is also being taught with three stages, pre-writing, while-writing
and post-writing. However, in these stages, pre-writing stage affects students'
writing most with a lot of reasons. I have just mentioned in the thesis such as
helping students produce's ideas, words or making students' attractiveness.....
As can be seen in the thesis, Teachers at Le Hoan high school stated that
they had ever conducted pre-writing activities but it didn't work effectively. With
thoughts in changing this stage to make it effective than it ever before. I try to
find out " Some methods in teaching pre-writing effectively helping class 11A2
improve their writing skill".
I also think that to teach pre-writing stage effectively, teachers should
follow these things.
Teacher should pay attention to students' abilities, students' knowledge
and students' participant in each class.
To make the lesson successful, teachers have to create students' interest
and attractiveness.
Teacher should manage the time well in each part of writing lesson.
Moreover, try to give clear and short instructions.
Next, Teacher should introduce or give students a normal form of the
paragraph or the letter depending on the lesson.
The most important factor to make pre-writing stage successful is that the
teacher should prepare suitable activities for the stage by choosing suitable
techniques in teaching it.

They are all methods which derived from my own knowledge and my
own experience. Because my teaching time and my experience isn't old enough,
I can't avoid some shortage and limitation. I hope to get more ideas from other
teachers so that this thesis will be full, effective and diverse in teaching writing
skill, which helps students improve their result.
III.2. Suggestions
Teaching at Le Hoan high school, I see some problems so I give some
following suggestions.
I hope that it will be decorated a lot of modern devices such as computer
room and overhead project (OHP) for teaching and learning foreign language.
Teachers at high schools have more chance to meet and exchange their
knowledge and their experience in teaching.

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`Last but not least, I hope that teachers never stop learning and finding out
new methods in teaching English.
I express my sincere thanks
HEADMASTER'S CONFIRMATION
Thanh Hoa, 10th May, 2016
I insist that this initiative
experience be my own writing, not
copy the others' content

Đỗ Thanh Nam

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