Applying creative learning experience and integrative teaching in writing skill of unit 10 for the students in class 11a5 at phan dang luu high school

s of writing in process, including skilled adult and classmates; peer and 
teacher collaboration in every stage of writing skill. 
 In the article Writing as a Mode of Learning, Janet Emig (1977) described 
writing as “a unique mode of learning” involving the active participation of both 
the left and right hemisphere of the brain. Researchers have agreed that writing 
enhances thinking skills; the higher cognitive functions of analysis and synthesis 
seem to develop most fully with the support of written language. As we know, if 
the most effective learning occurs when learning is reinforced, then writing will 
develop as well. 
II.1.3.2 The importance of improving writing skill 
 Writing skill is an essential component of literacy, in order to participate in the 
society of future, students need to be proficient writers. According to Standards for 
the English Language Arts, the 1996 report by National Council of Teachers of 
English (NCTE) and the International Reading Association (IRA), the literacy 
requirements of our society are increasing and are expected to continue to rise. 
Researchers estimate that by the year 2020, students will need powerful literacy 
abilities in order to join fully in society and workplace. 
II.1.4 Integrated subjects 
- This study bases on Unit 10 – Nature in Danger – Writing skill - English 11 
 I would prefer to apply the topic “Nature In Danger” because in this lesson 
students can be taught how to get overall knowledge integrated in the subjects 
English – Geography – Biology – Civic. 
+ English: Through this topic, students know how to use a variety of vocabularies 
in other academic fields like Geography and Biology to write about Pu Mat 
National Park 
+ Geography: I find the lesson related to some units in Geography such as 
 Unit 6 - Geography 12: The mountainous country 
 Unit 3 - Geography 11: Global affairs 
+ Biology: The topic is related to some units such as 
 Unit 3 – Biology 11: The introduction of animal species 
 Unit 3 – Biology 11: Plant species 
+ Civic: The topic is related to some units such as 
 Period 31 - Unit 15 - Civic 10: Citizens with some urgent problems of humans 
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 Period 25 - Unit 12 – Civic 11: The policies of natural resources and environment 
protection 
II.1.4.1. Integrated criteria 
+ Knowledge 
- In English subject: Through this experience, students will understand and write 
about some general features of Pu Mat National Park using a variety of 
vocabularies in other academic fields like Geography and Biology to write about 
Pu Mat National Park 
- In Geography subject: Students know about the relationship between 
geographical location with geographical features of Pu Mat. In addition, students 
understand more about some endangered species and the importance of forests 
through which they raise their awareness of the need to protect the environment. 
- In Biology: They can deeply understand more about the structure of nature and 
the importance of biodiversity. 
- In Civic: Students realize their responsibility for joining hands to protect the 
natural environment specially the Natural Park. 
+ Skills 
- In English subject: Students use the collected information as well as the form of a 
paragraph to finish the required task. 
- In Geography subject: Students enhance the skills of linking to the reality about 
the negative impacts of humans on the environment such as deforestation or killing 
animals. 
- In Biology: Students improve the skill of protecting plants and animals in the 
place they live. 
- In civic: Students know and have necessary actions to protect the environment. 
And they can take part in some volunteer work done to make this world better. 
+ Attitude 
- In English: Students have right attitude towards the environment and through this 
they have motivation to write articles or reports in English to spread the 
importance of nature. 
- In Geography: Students have good behavior to the surrounding areas. 
- In Biology: Students appreciate the vital role of biodiversity and join hands in 
protecting ecosystem. 
- In Civic: Students will believe and agree with environmental policies. When they 
have belief, they will obey the laws and support what is good for nature. 
II.1.5. Ways of doing the study 
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 PLAN THE TRIP TO PU MAT 
DIVIDE THE CLASS INTO FOUR GROUPS AND 
GIVING TASKS 
SUMMARIZING INFORMATION AFTER THE TRIP 
(IN CLASS) 
FORM A WRITING TOPIC FROM THE COLLECTED DATA 
MAKING AN INTEGRATED LESSON PLAN 
CARRY OUT THE TEACHING PROCEDURE 
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II. 1.5.1 Step 1: Plan the trip to Pu Mat carefully 
The teacher has a meeting with Class Parents Society to discuss about the trip in 
one day. After I get permission from the parents of 38 students in class, I start to 
go into the details. Prepare 4 posters in Ao size and 4 makers then deliver to 4 
groups so that students can use them to collect data from the experience. 
II.1.5.2 Step 2: Divide the class (38 students) into 4 groups and giving tasks 
+ Group 1 includes 10 members: Tran Ha Trang (leader), Nguyen Thi Phuong 
Thao, Pham Anh Thu, Pham Minh Thu, Nguyen Khanh Hien, Dang Thi Tinh, Ho 
Thi Hoa Quynh, Dang Nhat Linh, Phan Thi Khuyen. 
+ Group 2 includes nine members: Nguyen Ngoc Binh (leader), Luu Thi Hong Na, 
Nguyen Thi Tham, Thai Phuong Thao b, Phan Nguyen Huong Thao, Dao Mai 
Quynh, Dao Phuong Quynh, Nguyen Thi Van Anh, Pham Dang Ngoc Ha. 
+ Group 3 includes ten members: Vu Thai Thuy Linh (leader), Nguyen Thi Thao 
Van, Nguyen Thi Hong Minh, Nguyen Quynh Trang, Thai Thi Quynh Trang, Ho 
Thi Huyen Trang, Nguyen Nhu Quynh, Nguyen Thi Tam, Vu Thi Lan, Nguyen 
Thi Phuong. 
+ Group 4 includes nine members: Dao An Na (leader), Phan Thi Le Vi, Phan 
Khanh Huyen, Thai Phuong Thao a, Nguyen Thi Thanh Hai, Phan Thi Phuong 
Thao, Phan Thi Quynh, Nguyen Thi Huong, Nguyen Thi Hoai. 
 Giving tasks to each group 
When the class arrives at Pu Mat, ask students to gather in groups to perform the 
activities below. 
Group 1: Collect the data about location, total area and special features of Pu Mat 
National Park 
Group 2: Find out the plants and some typical animals in Pu Mat 
Group 3: Find out about the Biodiversity Values in Pu Mat 
Group 4: Collect the information about conservation and then determine their 
individual responsibility to protect the environment. 
+ Some images of the activities 
ANALYSING THE ACHIEVED RESULTS AFTER THE 
RESEARCH 
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Pictures of group 1 
Pictures of group 2 
Pictures of group 3 
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Picture of group 4 
II.1.5.3 Step 3: Summarizing the information collected in each group 
+ Assigning tasks 
After the trip, teacher asks student to spend a period on summarizing the 
information they have collected from the experience. 
Divide the class into 4 groups similar to the original groups in the trip to Pu Mat 
and give them the posters as follow. 
Group 1: Summarize geographical features 
 FEATURES DESCRIPTIONS 
Location and total area 
- about 120 km from Vinh City 
- an area of 94,804ha, spreading in Tuong 
Duong, Con Cuong and Anh Son 
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Special features 
- beautiful landscapes and abundance of 
fauna and flora making Pu Mat a tourist 
destination 
Group 2: Point out the Biodiversity Values 
 Biodiversity values DESCRIPTIONS 
Source of food and income 
- the provision of food 
- firewood and harvested wildlife 
Ecological and environmental 
values 
- production of oxygen 
- the maintenance of fresh water quality by 
vegetation 
- the balance of the environment 
- the maintenance and production of fertile 
soil 
Group 3: Biodiversity of Pu Mat 
 FEATURES DESCRIPTIONS 
Animals 
- 1918 animal species 
+ 834 vertebrate species 
+ 1084 insects 
Plants 
- 1289 medicinal plants 
+ 201 essential oil – bearing ones 
+ 79 edible wild plants 
+ 34 plants used in handcrafts 
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Group 4: Responsibilities of citizens 
Responsibilities of citizens in 
conservation and environmental 
protection 
-complying with the law of environment 
and conservation. 
- planting trees 
- campaigning other people to join hands in 
protecting environment 
- disposing rubbish properly 
+ Collected data 
Group 1: 
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Group 2 
Group 3 
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Group 4 
II.1.5.4 Step 4: Forming a writing topic from the collected data 
Writing a description (about 120 words) of Pu Mat National Park, using the facts 
and figures below 
Features Facts and figures 
Geographical 
- Location: about 120km from Vinh 
- Total area: an area of 94,804 ha, Tuong 
Duong, Con Cuong and Anh Son. 
- Special features: beautiful landscape and 
abundance of fauna and flora/ Pu Mat a popular 
tourist destination. 
Animals and plants - 1918 animal species ( vertebrate and insects) 
- 1289 medical plants(essential oil – bearing 
species and edible wild plants) 
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Biodiversity values - source of food and income 
- balance of environment 
II.1.5.5 Step 5: Making the lesson plan 
Types of lesson plan 
There are two ways of making a lesson plan in my method: a four-subject 
integrated lesson plan (English – Geography – Biology – Civic) or two-subject 
lesson plan (English with one another). Here I would like to focus on Type 1 (four 
subjects) 
 Lesson plan 
I/ Objectives: 
1. Education aims: - Help students consolidate the information in the trip to write a 
paragraph in which integrated knowledge is included. 
2. Knowledge: Know more vocabularies related to 4 other subjects and the way to 
link ideas to make a complete paragraph. 
II/ Place: Projector room of PDL high school 
II/ Material: pictures, handout, the data collected in the trip, projector. 
III/ Anticipated problems: There may be a lack of time. 
IV/ Procedure: 
 Teacher’s activities Students’ activities 
I. Warm - up(5 minutes) 
 Aim: Warm up the atmosphere of the class 
by giving them the game “which team have 
more correct answers” 
Requirement of the game “write the names of 
National Parks in Vietnam” 
Set the rules: 
+ the class will be divided into 4 teams 
+ you have 3 minutes to think and one 
minute to write on the blackboard. 
+ after one minute, each group has a 
 Game “ Which team have more 
correct answers” 
The class forms 4 groups 
Work in groups to find the national 
parks 
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representative to write the answers on the 
board. 
 After students finish the game, teacher leads 
in the lesson. 
“ Now we are going to learn to write a 
paragraph about Pu Mat National Park which 
you visited last Sunday” 
 II. Pre – writing (20 minutes) 
Activity 1: 
- Set the rules: the game needs 2 students 
-Ask two volunteers to play 
After the game finish, teach begin to explain 
the meanings of the words. 
Vocabularies: 
+ feature (n) = characteristics 
+ landscape (n) = scenic beauty 
+ abundance (n) = plenty of, large quantity 
+ vertebrate (n) = animals without bones 
+ edible (a) = eatable 
Activity 2: Make sentences with the cues 
given in the table. 
+ Teacher asks students to work individually 
first. 
-Teacher make an example: 
Pu Mat National Park is located about 120km 
from Vinh City 
0. Pu Mat/ locate/Nghe An/ 120km/ Vinh 
City. 
 Scoreboard 
Team 
A 
Team 
B 
Team 
C 
Team 
D 
Listen to the teacher 
Take note the new words 
Listen and repeat 
Work individually in 7 minutes 
After 7 minutes, students play the 
game: “Lucky pictures” to finish 
the task 
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1.It / area of 94,804 ha, spread/ in three 
districts of Tuong Duong, Con Cuong and 
Anh Son. 
2.There /be/ beautiful landscape/ abundance 
of fauna and flora /a tourist destination. 
3. Scientists/ discover/ 1918 animal species 
/include/ vertebrate and insects 
4. There/ be/ 1289 medical plants/ include 
essential oil – bearing species and edible wild 
plants 
5. Pu Mat/ biodiversity values 
6. It/ provide/ source of food and income/ 
Thai ethnic minority 
7 . it/make/ environment/ balance 
+ After the students finish, introduce the 
game “Lucky pictures” 
After giving the key, teacher provides the 
outline of a paragraph so that students can 
use them to complete the description in their 
paragraph. 
Outline of a paragraph 
1. Introduction (topic sentence) 
2. Body (supporting sentences) 
 +first, second, in addition, besides, . 
3.Conclusion (emotion, feeling) 
- Teacher lets students watch a video about 
their experience to Pu Mat before asking 
Listen to the rules 
Two students play the game 
Take note the words 
Students listen and make more 
sentences 
Expected sentences 
1.Pu Mat covers an area of 94,804 
ha, spreading in three 
districtsof Tuong Duong, Con 
Cuong and Anh Son. 
2. 
3.. 
Take note 
Listen to the teacher 
Students watch the video 
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II.1.5.6 Step 6: Carrying out the teaching procedure 
 The teaching performance is specifically described in the CD enclosed in this 
initiative. Here are some pictures extracted from the whole lesson. 
them to write 
III. While – writing (10 minutes) 
-Teacher divides the class into 4 groups to 
write the description of Pu Mat National Park 
- Provide 4 whiteboard makers and 4 sheet of 
A0 paper 
- Set time: 10 minutes to finish writing 
After students finish their writing, teacher 
ask them to paste on the board and then 
checking 
IV. Post – writing (8) 
Class – correction 
V. Homework (2 minutes) 
Asks students to note down the topic to write 
at home. 
Correct the mistakes with the 
teacher 
Write a paragraph (about 100) 
about your responsibilities of 
protecting nature. 
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II.1.5.7 Analyzing the achieved results after the research 
 The first effective of my research is that it has created a positive learning 
attitude among students. I mean that the final result can answer the two questions 
in my quick survey. “Are you interested in learning through creative experience?” 
and “Your weakness in writing is due to..” 100% students answer “yes” for 
the first question and 90% choose “motivation” for question 2. This information 
helps educators see clearly the core problems hindering them from moving on. 
Obviously, the traditional way is so much familiar to them that they become bored 
with it and find little motivation and enthusiasm for daily schooling. During the 
time I spent with my students, I realized that the best way of studying was by self-
study or self-experience. It is understandable that once a student has got excited 
about something, it will go more smoothly into their mind than being forced. It is 
accepted in most fields of learning that excited learning attitude and motivation are 
essential to success and achievement. 
 In terms of academic achievement specially in writing skill, I have collected 
some interesting results from the homework I assigned “Write about the 
responsibilities of students in protecting nature”. My students can write a 
paragraph without guidelines, which proves to be better than other lessons taught 
in traditional ways. The reasons why they can perform a good task is that they have 
been equipped enough with all the necessary things from attitude, experience to the 
way of developing a topic depending on their integrated knowledge gained through 
the trip. 
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 The last benefit I see has a profound effect on students’ behavior to the 
environment. With the integrated civic subject – Period 31 - Unit 15 - Civic 10: 
Citizens with some urgent problems of humans, the students in class 11A5 enhance 
their awareness of the need to protect nature especially the areas surrounding them. 
They are willing to take part in the volunteer work organized by Ho Chi Minh 
Communist Youth Union of Phan Dang Luu High School. Here are some pictures 
of their activities in preserving a clean environment. 
Phan Dang Luu students in a volunteer campaign of District Communist Youth 
Students in class 11A5 collect rubbish at Phan Dang Luu Square in Yen Thanh 
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PART III. CONCLUSION 
 How to encourage students to learn actively has recently become a big 
concern to methodologists and linguistics. As a teacher, I always make great 
efforts to build up high spirit of language learning among my students. That is the 
reason why I choose this method for writing skill which is considered the most 
difficult skill in mastering a language. When students become reluctant to write, it 
is time teacher needed to warm their up and motivate them to learn. Creative 
learning experience makes an effective tool in this situation, and integrative 
teaching also plays a key role in helping young learners acquire overall knowledge 
in written language. In addition to these results, I also find out some other 
rewarding soft skills deriving from this method. 
 Aspects of survey Percentage before 
applying new method 
Percentage after applying 
new method 
Interest in writing skill 35% 88% 
Ability in writing a good 
paragraph 
40% 60% 
Effective of group work 47% 90% 
Ability in using various 
structures 
43% 70% 
Participation and 
excitement in lessons 
60% 98% 
 After conducting this research, I find that the topic of reasearch is undoubtedly 
new and interesting to propose for further study. Writing skill is a complex skill, so 
it needs many factors to perform a successful lesson as well as make students 
enthusiastic about writing. I would strongly recommend the method in my research 
to my colleagues for both English and other subjects. Many other writing lessons 
in the textbook English 10 and 12 can be adapted with a view to diversity the 
method of teaching writing skill and spreading creative learning experience along 
with integrated teaching method to catch up with the update trend in recent 
education. 
 I also would like to express my thanks to my dear students and colleagues 
having helped me to complete this teaching experience. I really expect to welcome 
more contribution to perfect my research as well as further study. 
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PART IV: REFERENCE 
1. English textbook 11 (NXBGD) 
2. 
writing-skill.html 
3. https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1487&context=th
eses 
4. Jack M. Chokwe (2013). Factors Impacting Academic Writing Skills of 
English Second Language Students 
5. Mansilla, V.B.2005. Assessing student work at disciplinary crossroads 
6. Huber, M.T, Hutching, P & Gale, R (2005). Integrative Learning for Liberal 
Education. 
7. Nobori, Mariko (22nd June 2011) “Integrating Art and Politics to Improve 
High School Student Engagement” 
8. Creative learning experience.com 
9. www. Creatorstreet.com 
PART V: APPENDIX 
1. Some good writing pieces of students after the research 
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27 
28 
29 
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2. Some pictures of the experience trip 
31 
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3. Questionnaires 
QUICK SURVEY 
Answer the following questions by circling A, B, C or D 
Question 1: Would you like to study through real experience? 
Question 2: Do you think integrated learning is useful for you? Why/ Why not? 
Question 3: What is your main difficulty in this method? 
... 
Question 4: Your weakness in writing are due to the.. 
A. Teachers 
B. Learners 
C. Lack of practice 
D. Lack of motivation in writing 
E. Lack of good approach to teaching writing 
F. Lack of reading 
Question 4: Why do we have to care for and protect the nature and environment? 
A. Nature provides us with lot of valuable resources 
B. The pollution environment will lead to damage to the surrounding areas 
C. Nature brings about high economic effects and guarantee stable long-
term development 
D. All are correct 
Question 5: The reason why nature is threatened? 
A. Using fertilizers and pesticides for cultivation 
B. Killing, hunting, or capturing endangered animals 
C. Cutting down trees for wood 
D. All are correct 
Question 6: As a citizen of global world, what will you do to protect sea 
environment?