Sáng kiến kinh nghiệm HELPING GRADE 10 STUDENTS IMPROVE THEIR SENSE OF RESPONSIBILITY TO THEMSELVES, THEIR FAMILIES AND SOCIETY BY INTEGRATING SOME ACTIVITIES INTO THE ENGLISH LESSONS

TIEU LUAN MOI download : skknchat@gmail.com HELPING GRADE 10 STUDENTS IMPROVE THEIR SENSE OF RESPONSIBILITY TO THEMSELVES, THEIR FAMILIES AND SOCIETY BY INTEGRATING SOME ACTIVITIES INTO THE ENGLISH

LESSONS Subject: English TIEU LUAN MOI download : skknchat@gmail.com NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUYNH LUU 1 HIGH SCHOOL TIEU LUAN MOI download : skknchat@gmail.com TEACHING E

XPERIENCE HELPING GRADE 10 STUDENTS IMPROVE THEIR SENSE OF RESPONSIBILITY TO THEMSELVES, THEIR FAMILIES AND SOCIETY BY INTEGRATING SOME ACTIVITIES INTO THE ENGLISH LESSONS Teacher : Vu Thi Nga & Nguyen Thi Phuong Lan School : Quynh Luu 1 High School. Group : Literature- English. Subject : English. School year : 2021 – 2022. Phone number : 0383655547 TABLE OF CONTENT TABLE OF CONTENT PART I: INTRODUCTION 1 1, Reason for Topic……………………………………………1 choosing 2. Aims the of the Topic 2 PART II: DEVELOPMENT . 3 Chapter 1: Theoretical Background…………………….…………………………3 1.1. Definition of Responsibility and Sense of Responsibility……………………3 1.2. Students’ Responsibility. 3 1.3. Benefits of integrating some activities into the lessons to improve students’ sense of responsibility …………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com 3 Chapter 2: Situation Analysis …………………………………………………….4 2.1. The situation of students’ sense of responsibility at our school……………….4 2.2. Situation of teaching the students sense of responsibility at our school………5 2.3.The English Language Syllabus 5 Chapter 3: The Survey ……………………………………………………………6 3.1. Survey and the Results ………………………………………………………6 3.2. Findings from the Survey ……………………………………………….…….6 Chapter 4: Finding Solutions ………………………………………………….….7 4.1. Activities to Improve Students’ Sense of Responsibility to Themselves . 7 4.1.1. Sample 1 - Unit 2: Your Body and You ……………………………………7 4.1.2. Sample 2 - Unit 6: Gender Equality………………………………………9 4.1.3. Sample 3 - Unit 8: New Ways to Learn (1)………………………………10 4.1.4. Sample 4 - Unit 8: New Ways to Learn (2)………………………………12 4.2.Activities to Improve Students’ Sense of Responsibility to Their Families. 13 4.2.1. Sample 1 - Unit 1: Family Life ………………………………… ……….13 4.2.2. Sample 2 - Unit 6: Gender Equality ………………………………………15 4.2.3. Sample 3 - Unit 9: Preserving the Environment …………………………16 4.3. Activities to Improve Students’ Sense of Responsibility to Community. . 17 4.3.1. Sample 1 - Unit 3: Music ………………………………………………….18 4.3.2. Sample 2 - Unit 4: For a Better Community (1)…………………….……21 4.3.3. Sample 3 - Unit 4: For a Better Community (2)…………………….……21 4.3.4. Sample 4 - Unit 9: Preserving the Environment ………………….……….25 4.3.4. Sample 4 - Unit 10: Ecotourism …………………………………………27 PART III: CONCLUSION 30 1. The Results of Applying the Teaching Experience …………………………30 2. Some Recommendations for Integrating some Activities into the English Lessons31 REFERENCE 32 PART I: INTRODUCTION TIEU LUAN MOI download : skknchat@gmail.com 1. Reasons for choosing the Topic So far, we have been caring much about what families, schools and society should do for children. However, it is also important for students to be aware of what they have to do for themselves, their families and society. In other words, students must be responsible to themselves, their families and society. But in fact, some students not only neglect studying but also often avoid and complain about their tasks, miss deadlines, break the disciplines and even blame others for the mistakes and failure. Therefore, it is undeniable that they are becoming more and more irresponsible. As high school teachers, the authors have learned that one of the six pillars of character education is to be responsible. However, educating sense of responsibility in general and at our school in particular has not been really effective. One of the most primary causes may be that responsibilities are usually taught theoretically with little practical application. In addition, most students, their parents and teachers mainly focus on the knowledge and the marks that students gain but pay less attention to educating students’ sense of responsibilities. In fact, it is not stressed in every lesson they learn in classes. Whereas, it is obviously possible to educate students’ sense of responsibility through different subjects such as: Civic Education, Literature, Biology, English,… A question raised is how we can teach our students sense of responsibility while our teaching methods mainly focus on language skills. It means that we have to improve our students’ sense of responsibility through teaching knowledge and language skills. As a matter of fact, the new textbook English 10 contains many interesting topics which are easily related to the students’ real lives and responsibilities. If the teachers only taught the knowledge and skills without taking advantage of them to improve students’ sense of responsibility to themselves, their families and society, it would be a pity. Last but not least, the authors have integrated some activities aiming at improving students’ sense of responsibility to themselves, their families and society into some lessons when teaching English in different classes of grade 10 at Quynh Luu 1 High School. The effectiveness of those activities encourages us to share this teaching experience with other colleagues, hoping to receive many comments from them. For the reasons mentioned above, the authors decide to choose the topic “Helping Grade 10 Students Improve Their Sense of Responsibility to Themselves, Their Families and Society by Integrating some Activities into the English Lessons” for our teaching experience. 1 2. Aims of the Topic The topic is carried out in order to: - Provide some basic knowledge about responsibility, sense of responsibility TIEU LUAN MOI download : skknchat@gmail.com and the topics in the textbook English 10. - Make an investigation into the real situation before applying the teaching experience at Quynh Luu I High School. - Suggest some activities to partly improve grade 10 students’ sense of responsibility to themselves, their families and society. - Make an investigation into the result of integrating some activities into English lessons at Quynh Luu I High School. 2 PART II: DEVELOPMENT Chapter 1: Theoretical background 1.1. Definition of Responsibility and Sense of Responsibility TIEU LUAN MOI download : skknchat@gmail.com Responsibility is defined as the state or fact of having a duty to deal with something or of having control over someone; the state or fact of being accountable or to blame for something; the opportunity or ability to act independently and make decisions without authorization; a thing that one is required to do as part of a job, role, or legal obligation; a moral obligation to behave correctly. A sense of responsibility is an awareness of your obligations. It's your own personal feeling of responsibility. If you have a sense of responsibility you might be more aware of what is and isn't responsible. 1.2. Students’ Responsibility Everyone has their own responsibilities, and those responsibilities are different at different points of their life. Students are expected to fulfill some key responsibilities below: - Responsibilities to themselves - Responsibilities to their family - Responsibilities to their school - Responsibilities to their community and society In many ways, teaching responsibility can empower young people and help them develop a sense of independence, self-confidence and determination. In fact, being responsible is a key to children’s success both in school and in the larger world when they grow up. 1.3. Benefits of integrating some activities into the lessons to improve students’ sense of responsibility - Teachers can educate students’ character through teaching language skills. - Students go beyond the text and enter the real world, equipped with the newly-obtained information. - Updating the problems that are closed to the students’ real life and working together to find out the solutions as their responsibility. - Students can well prepare for an independent life in the future. - Students learn to be responsible for their actions, choices and decisions to themselves, their families and society. - From the activities, students are developing themselves to achieve automaticity, meaningful learning, autonomy, willingness to communicate, interlanguage, and communicative competence. 3 Chapter 2: Situation Analysis 2.1. The situation of students’ sense of responsibility at our school In general, the age of high school students is a period of personality TIEU LUAN MOI download : skknchat@gmail.com formation; they are rich in dreams, inquisitive, and eager to discover. However, they still lack understanding and life experience, so they are easily manipulated, activated, and influenced by bad things from the outside, from the Internet. As a matter of fact, some students are still irresponsible to themselves. Their sense of learning is low, which causes their low learning results. In the class, they often talk or do private things, do not pay attention to the teachers’ lecture. Some of them do not do homework and prepare for new lessons before class. The situation of unpunctuality, skipping class and cheating in tests and exams still exists. Especially for grade 10 students, they probably think that they still have plenty of time to study before the university entrance exam, so they seem to be lazy to study, eager to play and not worried about studying. Furthermore, due to the need of using mobile devices for study and communication, most parents try to buy their children expensive and modern smartphones. Besides their benefits, those devices make some students neglect studying. They use smart phones sneakily in the classes. Many parents complain that their children are attracted to the smart phones all days; they neither do housework nor study at home. They spend their time on mobile devices instead of other activities such as reading or playing sports which help them improve their health, knowledge and life skills. They care more about the status and problems in social network than about what they are facing, their parents or other family members. It can be said that those students lack responsibility to both themselves and their families. In addition, some students also show a lack of responsibility to society. In spite of the obligation, they go to school by electric bike without wearing helmets. It is not until they arrive at the school gate that they put their helmet on to avoid the teachers’ punishment. Some of the students even ride motorbike to school although they are not old enough. They throw waste in public, even damage the common property. A small number of students refuse to take part in social activities. They seem indifferent and insensitive to other people and things around them. In short, some of the young show the signs of irresponsibility to themselves, their family and society. Therefore, it is very essential to improve students’ sense of responsibility. Lessons in responsibility during the teenage years can come from the home, school, the community, and friends. While teaching at school, English teachers, as well as teachers of other subjects, can take steps to instill a sense of positive responsibility that will serve their students well into adulthood. 4 2.2. Situation of teaching the students sense of responsibility at our school. It is said that family is the foundation of character education. It means that children’s charater is mainly formed by family education. Besides, school also plays an important role in educating students’ personality. Normally, it is considered that character education is the responsibility of form teachers and the TIEU LUAN MOI download : skknchat@gmail.com teachers who teach Civic Education. Therefore, at my school, it is likely only form teachers and Civic Education teachers take responsiblility for teaching students responsibility. The Youth Union somtimes organizes outdoor activities which help raise the students’ responsibility. Other teachers mainly teach knowledge in textbook and some necesary skills that their subjects require. So the sense of responsibility is hardly focused. 2.3. The English Language Syllabus The textbook English 10 is structured with a priority towards theme-based or topic-based learning models. The textbook has desirable aim of providing students with a foundational knowledge of numerous fields, a favorable attitude toward the English language, and the four skills recognized as building proficiency in language study: Listening, Speaking, Reading and Writing. In order to achieve these objectives, the content of the book is designed to utilize themes with which all students will be familiar. The textbook contains 10 units, with each unit presenting these parts: Getting started, Language, four skills (Reading, Speaking, Listening and Writing), Communication and Culture, and Looking back. 1. Family life 2. Your body and you 3. Music 4. For a better community 5. Inventions 6. Gender equality 7. Cultural diversity 8. New ways to learn 9. Preserving the Environment 10. Ecotourism These topics are very familiar and closely related to students’ daily lives. They are about life, family, study, entertainment, nature and society … but there is no separate part for teaching students the sense of responsibility to themselves, their family and society. Although teaching sense of responsibility is practical and necessary, it is not compulsory. 5 Chapter 3: The Survey 3.1. Survey and the Results In the school year 2021-2022, we have carried out the survey containing 5 multiple choice questions for 100 students from 3 classes 10 D1, 10 D2 and 10A02 of our school. The survey was done twice. One was at the beginning of the school TIEU LUAN MOI download : skknchat@gmail.com year (before integrating some activities improving students’ sense of responsibility into the English lessons) and the other was in April (after using these activities). The table below shows the result of the survey for the first time. Questions 1. How do you think the importance of sense responsibility is? 2. How often do you think about your responsibilities in your daily activities? 3. Do you find it necessary to be taught sense of responsibility in the class? 4. Do you learn much about sense of responsibility through your English lessons? 5. How much is your sense of responsibility to yourselves, your family, school and society? Answers Before using the activities A. Normal 38% B. Important 40% C. Very important 22% A. Rarely 25% B. Sometimes 52% C. Usually 23% A. Unnecessary 8% B. Necessary 50% C. Very necessary 42% A. Little 30% B. Normal 62% C. Much 8% A. Little 30% B. Normal 58% C. Much 22% 3.2. Findings from the survey. The survey shows that before using the adapted activities, most of students do not care much about responsibility. Even though they know sense of responsibility is important, they often act without thinking about it. Most of them consider that they should be taught responsibility in the class. However, every 6 English lessons they learn often mainly focus on knowledge and language skills. As a result, they are not very much aware of their responsibility to themselves, their family, school and community. TIEU LUAN MOI download : skknchat@gmail.com Chapter 4: Finding Solutions From the analysis above, it can be said that our students’ sense of responsibility is not very high. However, teaching in general and teaching English in particular at our school mainly focus on knowledge and language skills. It is high time for us to educate our students’ character as well as sense of responsibility through English lessons. The topics in the textbook English 10 are very familiar to the students’ life, so we have integrated the following activities into the lessons in order to improve our students’ sense of responsibility to themselves, their family and society. 4.1. Activities to Improve Students’ Sense of Responsibility to Themselves. 4.1.1. Sample 1 - Unit 2: Your Body and You ∙ Aim: Help students recognize the importance of a good habit to themselves and how to build that good habit. ∙ Suggested activity: Making a plan: Make a plan to build a healthy habit. ∙ Type of activity: group work ∙ Time: 5-7 minutes ∙ Application: this activity can be applied at the end of Lesson 4: Speaking or as an assignment for students at home. ∙ Procedure: -Divide the class into groups of 6-8 students. -Ask them to discuss how to make a habit-building plan. -Give students some suggestions: to make the plan, you should determine: What Whe n Why GOOD HABIT PLAN Where How Who 7 - Show students the sample plan as a model. Sample plan: TIEU LUAN MOI download : skknchat@gmail.com HABITBUILDING PLAN Habit: Do morning exercises What to do: Go jogging Goals: - Keep fit and stay healthy Have more energy and be alert - Improve mood for the day Time: 5 am - 5:30 am Place: on the road/ in the stadium People who can help: friends or family members How to form and keep the habit: Go to bed early (before 11pm) Set the alarm to get up at 4:50 Buy a good pair of sneakers Make a commitment Find a partner to go jogging with TIEU LUAN MOI download : skknchat@gmail.com Listen to music when jogging Reflect on how you feel after doing morning exercises Reward yourself when you can make going jogging your daily routine. - Each group makes a brief habit-building plan. - After 5 minutes, call some representatives to present their plans. - Ask other groups to give comments - Teacher gives feedback. - Ask the students to make their own habit- building plan at home as their homework. * A group’s product: 8 TIEU LUAN MOI download : skknchat@gmail.com 4.1.2. Sample 2 – Unit 6: Gender Equality * Aim: Help students to raise awareness about gender equality and encourage them to pursue their career in spite of gender stereotype. * Suggested activity: Role play: Pretend a daughter who wants to become an engineer and persuade her parents to let her pursue her dream. * Type of activity: pair work * Time: 7-10 minutes 9 * Application: this activity can be applied at the end of Lesson 3: Reading (Gender Equality in Employment) * Procedure: - Give the situation: a daughter wants to become an engineer but her parents are against that. She is persuading her father/ mother to let her pursue her dream. Ask students to work in pair, one plays the daughter, the other plays her mother or father. - Give students some suggestions: Parents may say Daughter may say It is a job for men Careers have no gender and that there are many girls like me that are successful in our careers. Now men and women are equal in employment It uses a lot of Maths and Science I am good at Maths and Science TIEU LUAN MOI download : skknchat@gmail.com Powered by TCPDF (www.tcpdf.org)