(SKKN 2022) Applying video production in teaching warm-up of unit 7 cultural diversity-getting started and unit 8 new ways to learn- getting started new english textbook 10 for online classes

1 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA HIGH SCHOOL EXPERIENTIAL INITIATIVE APPLYING VIDEO PRODUCTION IN TEACHING WARM-UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNIT 8: NEW WAYS TO LEARN- GETTING STARTED NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES Author: Nguyen Thi Phuong Position: Teacher Subject: English THANH HOA, YEAR OF 2022 TABLE OF CONTENTS ORDER 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.3.1 2.3.1.1 2.3.1.2 2.3.2 2.3.3 2.3.4 2.3.4.1 2.3.4.2 2.4 3.1 3.2 CONTENTS INTRODUCTION RATIONALE AIMS OF THE STUDY SCOPE OF THE STUDY METHODS OF THE STUDY NEW FEATURES OF THE EXPERIENTIAL INITIATIVE CONTENTS OF THE STUDY THEORETICAL BACKGROUND PRACTICAL BACKGROUND IMPLEMENTATION AND SOLUTIONS TECHNIQUES IN TEACHING PROJECT WHY DO TEACHERS TEACH PROJECT? ACTIVITIES TO PROMOTE PROJECT WHAT IS A PRESENTATION? WHAT IS VIDEO PRODUCTION? APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITYGETTING STARTED AND UNIT 8: NEW WAYS TO LEARN - GETTING STARTED - NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES APPLYING PRESENTATION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE APPLYING VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 8: NEW WAYS TO LEARN RESULTS AFTER APPLYING THE STUDY IN TEACHING CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS REFERENCES APPENDIX EXPERIENTIAL INITIATIVE LIST PAGE 2 3 3 4 5 6 8 14 18 19 19 19 1 INTRODUCTION 1.1 RATIONALE Nowadays it is not daring to say that the ability to speak at least one foreign language is a necessity “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999) The world has become smaller It is said it has turned into the size of the so-called “global village” We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997) Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes Therefore learning a second language has become a means of keeping up with the pace of the rapidly changing world Todays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability The demands of the contemporary society together with the position of English as an international language (McKay) may present a reason for learning this language in particular Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially in modern societies where contacting with foreigners often occurs However, there still exist many difficulties in learning and teaching English in Vietnam in general and at Hoang Hoa high school in particular Many Vietnamese learners can write and read English quite well but they can not speak it correctly and fluently in real-life communication Surely, there are many reasons for this reality After teaching English in Hoang Hoa high school for 18 years, I have recognized some big obstacles which prevent English teachers and learners in Vietnam from achieving their aims These obstacles are: large and heterogeneous classes, students’ low level of English language proficiency, students’ low motivation and some others Unfortunately, this is not only the situation in my school but also the case for many other schools in Thanh Hoa as well as schools in Vietnam In the school year 2021 – 2022 , many parts of lessons have been cut down due to the pandemic Covid 19 Speaking skill is not an exception This has given me the desire to conduct: “APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNIT 8:NEW WAYS TO LEARN-GETTING STARTED-NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES” 1.2 AIMS OF THE STUDY The study is carried out to: - improve 10th form students’ speaking skill through learning Warm-up - suggest some ways to stimulate students and help them find it useful when speaking English - to investigate how effective the methods of teaching speaking are, and how successful the students are in speaking English, and also to find out the role of the teachers in teaching speaking - The participants in the sample group of this study were intermediate level undergraduate preparatory program students at the school of Hoang Hoa at Hoang Hoa district, Thanh Hoa province 1.3 SCOPE OF THE STUDY The subjects chosen for this study are 82 students in 10 th- form at Hoang Hoa high school My school is in the countryside, almost families are farmers Therefore, students’ speaking English mainly depends on teachers and textbooks I myself take responsibility for the job and create several simply ways to improve students’ speaking skill through teaching Warm-up 1.4 METHODS OF THE STUDY To achieve the objectives of the study, several methods are used, but I use mainly quantitative and qualitative methods The data serving the research analysis and discussions are collected by means of a survey questionnaire for students and observation 1.5 NEW FEATURES OF THE EXPERIENTIAL INITIATIVE In online classes, my students are at home, they feel more confident to speak English than in offline classes I hear them speak clearly without masks Therefore, I can help them engage in speaking skill Although some students are shy, most of them have tried their best to speak And speaking skill has improved considerably CONTENTS OF THE STUDY 2.1 THEORETICAL BACKGROUND English as a language has great reach and influence; it is taught all over the world English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is billion Learning English can also help students to meet new people They can practice their English with someone who is also learning English is the language of science, of aviation, computers, diplomacy, and tourism Speaking English increases students’ chances of getting a good job in a multinational company within their home country or of finding work abroad 2.2 PRACTICAL BACKGROUND The study was conducted at Hoang Hoa high school, a rural school of Thanh Hoa province The school has 34 classes, each class consists of from 38 to 46 students Most of the students come from the villages in the district where English learning and teaching not get much attention The only sources from which students can get knowledge are the textbooks and their teachers With three periods per week, this is unable for teachers to meet students’ demand At home, they are short of dictionaries, reference books, cassette tapes, speakers Additionally, their parents not know anything about English As a result, they find it difficult to speak English and they become lazy The total number of English teachers at Hoang Hoa high school is 8, all of whom are female aged from 37 to 46 They were trained from training courses in English language teaching at different universities in Vietnam All of them are young teachers who are friendly, active, knowledgeable and full of inspiration for teaching The main English textbooks used in teaching English at this school are new English textbooks 10, 11, 12, Education Publishing House ( Basic stream) From my personal observation as a classroom teacher and a form teacher, students seem to be bored with doing the same activities They not have motivation to speak English The data analysis conducted by means of frequency, mean and percentage revealed that the students are unsuccessful in speaking English although they are highly eager for having this skill High anxiety level is an important factor in this failure The findings of oral interview demonstrated that the students only feel themselves not irritated while working with classmates or playing games The techniques and the methods used in teaching speaking in English assist learning this skill positively but it is confirmed that this is not enough The attitudes, manners and behaviour of the language teachers who teach speaking English to the language learners are appreciated by the students; however, this does not change the reality that they are unsuccessful in speaking English I have been teaching English for 20 years and during this time period I have observed that many of the students have difficulty in speaking English although they are always grammatically successful Therefore the question come to my mind Why? Why are the students successful in grammar but not in speaking? Then I want to have my experiential initiative on this topic: “APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNIT 8: GETTING STARTED - NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES” 2.3 IMPLEMENTATION AND SOLUTIONS 2.3.1 Techniques in teaching Warm-up 2.3.1.1 Why teachers teach Warm-up? We need to slowly ease people into learning, starting them off with something easy and slowly becoming more and more complex This is generally how a course runs, and in a way the class is much like a miniature course within a course The students need something easy to get them started, so the wheels in their head can start turning, so to speak There are also numerous warm-up techniques which teachers use Testing vocabulary is usually one of the most obvious ones that people will use There are many more, but it is important for teachers to realize why they warm up classes Setting the Tone Undoubtedly, a warm up lesson will set the tone for what is to take place during the class This is a great idea for many reasons Students will have some idea of what to expect, and the topic can easily be introduced to them For example, if one were teaching a business class about imports and exports, one could have a warm-up exercise where the students can test their own knowledge of related vocabulary It will allow them to start off in a single train of thought in order to keep them on track for the remainder of the class 5 The Importance of Planning A lot of teachers plan In fact, planning is probably where most of the work goes into a class Of course, the important parts are gone over including the activities and other exercises But a lot of teachers will forget to things such as warming up and cooling down They will often come into the class and pull something off the top of their head Whilst this can work, it is always good to be prepared Construct a good warm up session from the materials that are going to be covered in the class itself This will give the students plenty to talk about at the beginning, and will help ease them into the rest of the lesson Inhibited Students Warm ups and ice breakers are essential for those classes where everybody is new, including the teacher They will allow everyone to relax and get to know each other This way, people will become less inhibited and more likely to chat with their peers and with the teacher It will raise the energy levels, allowing everybody feel a little more at home It is important for students to feel comfortable in the class, as a first day can be especially daunting In this spirit, a warm up exercise can work wonders at getting people more mobilised Length of Time Normally it is advised to have a warm up session during the first five minutes of the class Students need to get from speaking their own language to speaking English If one is teaching in a country where the official language is not English, then beforehand the students will be speaking their own language This might continue after they have gone into the class, so it is important to give them some time to get used to speaking English This way they will also increase in their confidence, and related back to the last topic of helping them to lose their inhibitions Student participation is key, as this class is for them to improve and therefore they need to be able to speak it as much as possible This ties in with the concepts of Teacher Talking Time and Student Talking Time Student Talking Time is meant to increase as the class goes on The teacher can consider the class a success if the students end up speaking more English as it proceeds Making Corrections It is true that students also need to be corrected during class This will allow them to identify their mistakes and not make them again Stress how important it is for the students to make mistakes, so they will not feel embarrassed or afraid to speak again But during the warm up exercises, disregard this The warm up session needs to have a certain flow Allow it to continue and then perhaps jot down whatever mistakes were made Once it is completed, then one will be able to go over the mistakes with the students again and tell them where they went wrong Nothing can be learned if the students are tense and unwilling to speak, therefore warming up will allow the wheels in their head to start turning and open up the gateway to knowledge 2.3.1.2 Activities to promote Warm-up for online classes • Photo sharing mingle • Asking correct questions • Guess who or guess what • Regain focus with a song • Special word detectives • The thing of my dreams • Story and video sharing 2.3.2 What is video production? Video production is the process of producing video content It is the equivalent of filmmaking, but with images recorded digitally instead of on film stock There are three stages of video production: pre-production, production, and postproduction Pre-production involves all of the planning aspects of the video production process before filming begins This includes scriptwriting, scheduling, logistics, and other administrative duties Production is the phase of video production which captures the video content (moving images / videography) and involves filming the subject(s) of the video Post-production is the action of selectively combining those video clips through video editing into a finished product that tells a story or communicates a message in either a live event setting (live production), or after an event has occurred (post-production) Video production can be used at sporting, school, stage, wedding, church, and similar events to provide recordings of the events (Video production at Curlie) Benefits of video production in teaching at school • Videos are easier to be accepted by students • Immerse students in the production • Stimulate activities • Video brings more information • Engage learners • Integrate the outside world into classroom • More than words can tell • Videos are more flexible • Easier to understand • Video creates an experience 2.3.4 Applying video production in teaching Warm-up of Unit 7: Cultural Diversity – Getting Started and Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes 2.3.4.1 Applying video production in teaching Warm-up of Unit 7: Cultural diversity - Getting Started – New English Textbook 10 for online classes “Applying video production in teaching Warm-up of Unit 7: Cultural diversity Getting Started – New English Textbook 10 for online classes” is a technique that I applied during the pandemic Covid 19 to stimulate students’ speaking skill So as to teach the warm-up of unit 7, I ask one student to prepare the warm-up secretly at home To help the student well, I guide him to download some pictures about traditional and modern weddings in Vietnam, make questions about the groom, the bride, their guests and the place of the wedding The student has to make sure the videos concluding criteria: + Fluency and coherence + Lexical resource + Grammartical range and accuracy + Pronunciation + Illustration After that the student will make video production When he has fulfilled the video, he sends it to my email I will check the content, the pronunciation, the illustration, the sound and the light If it is not good enough, I will guide him to remake and hand in before the deadline 8 In teaching Warm-up of Unit 7: Cultural diversity - Getting Started – New English Textbook 10 for online classes, I find the students are very excited, consolidated, confident and creative They have chances to become English speakers / presenters through videos (see CD) Besides,students can find out how correct their pronunciations are and experience for them Here are links of my student’s video and my teaching video: For more evidence, please see Appendix https://drive.google.com/file/d/1FWKpzknds1MqDTOjsxAsEUkZlN7kKiBk/vie w?usp=sharing https://drive.google.com/file/d/1mHkHT3ENvVPwdFtYKgXfrMamG3WAywv/view?usp=sharing 2.3.4.2 Applying video production in teaching Warm-up of Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes “Applying video production in teaching Warm-up of Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes” is a technique that I applied during the pandemic Covid 19 to stimulate students’ speaking skill So as to teach the warm-up of unit 8, I ask one student to prepare the warm-up secretly at home To help the student well, I guide her to use her own personal electronic devices or download some pictures about personal electronic devices, make questions about laptops, tablets, and smart phones The student has to make sure the videos concluding criteria: + Fluency and coherence + Lexical resource + Grammartical range and accuracy + Pronunciation + Illustration After that the student will make video production When he has fulfilled the video, he sends it to my email I will check the content, the pronunciation, the illustration, the sound and the light If it is not good enough, I will guide him to remake and hand in before the deadline In teaching Warm-up of Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes, I find the students are very excited, consolidated, confident and creative They have chances to become English speakers / presenters through videos (see CD) Besides,students can find out how correct their pronunciations are and experience for them Here are links of my student’s video and my teaching video: For more evidence, please see Appendix https://drive.google.com/file/d/11jn8gBECStAwCvJsUDKkr3kq_v2gzEM/view?usp=sharing https://drive.google.com/file/d/1RkRg3tSaTzE6eBzoiV7GOyk6OXB0FBNj/vie w?usp=sharing 2.4 RESULTS AFTER APPLYING THE NEW TECHNICQUE IN TEACHING In the school year 2017 - 2018, the number of students engaged in speaking skill was shown as follows: Class Number Very attentive Attentive Not attentive of students % % % 12A4 40 10=25% 28=70% 2=5% 12A9 39 8=20% 27=69.5% 4=10.5% 12A5 37 7=19% 25=67% 5=14% 12A8 39 5=13% 27=69% 7=18% After applying the new technique in the school year 2019-2020, the result is clearly shown much better: Class Number Very attentive Attentive Not attentive of students % % % 11A2 40 30=75% 10=25% 0=0% 11A5 43 25=58% 16=37.5% 2=4.5% 11A12 41 25=62% 13=31% 3=7% 11A7 43 35=82% 8=18% 0=0% School year: 2020 - 2021 Class 10A5 Number of students 40 School year: 2021 – 2022 Very attentive % 23 =57,5% Attentive % 15=37.5% Not attentive % 2=5% 10 Class 10A2 10A7 Number of students 44 38 Very attentive % 30=68% 25=65.5% Attentive % 14=32% 11=29% Not attentive % 0=0% 2=5.5% CONCLUSION AND SUGGUESTIONS 3.1 CONCLUSION Teaching speaking is a very important part of second language learning The ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life Therefore, it is essential that language teachers pay great attention to teaching speaking through Warm-up rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them I have found some specific characteristics to create experiential steps singled out from factual teaching at Hoang Hoa high school in the past school year.The study has provided students with basic and understandable knowledge to help them improve English speaking skill This study will be applied in next years I will try my best to explore effective techniques to make students take more care of speaking English contributing to increase the quality of the subject as well as the quality of education industry 3.2 SUGGESTIONS Firstly, to bring students effective school time, I suggest that modern educational equipment such as projectors should be installed in the classes for the ease of applying technology in teaching Secondly, English speaking club among classes should be held monthly I hope my experiential initiative will be received great comments so that I can promote good points and limit shortcomings next time I also would like to thank all the colleagues for their support and encouragement to my study THE CONFIRMATION OF Thanh Hoa, June th, 2022 THE LEADER I assure this experiential initiative is written 11 by myself, I not copy the others’ content Nguyễn Thị Phượng 12 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM SỞ GIÁO DỤC VÀ ĐÀO TẠO XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Phượng Chức vụ đơn vị công tác: Giáo viên trường THPT Hoằng Hóa TT Tên đề tài SKKN Một vài hình thức tổ chức dạy kỹ nói cho học sinh lớp 10 THPT Nâng cao ý thức học tiếng Anh qua kiểm tra đạo đức, nhân cách, lối sống Năm học đánh giá xếp loại Số 12/QĐ SGD&ĐT Loại C 2008-2009 Số 871/QĐ SGD&ĐT Loại C 2011-2012 trường THPT Vai trò giáo viên chủ nhiệm việc giáo dục Cấp đánh giá Kết đánh xếp loại giá xếp loại cho học sinh THPT Applying video production in teaching speaking skill of unit 10: Endangered species – English 12 “Applying presentation and video production in teaching project of unit 1: Family life and unit 8: New ways to learn – New English Textbook 10” Applying video production and presentation in teaching projects of unit 9: Preserving the environment – New English textbook 10 and unit 2: Relationships – New English Textbook 11 Số 753/QĐ SGD&ĐT Số 1455/QĐ SGD&ĐT Số 2007/QĐ SGD&ĐT Loại C 2013-2014 2017-2018 Loại C Loại C 2018-2019 Số 1362/QĐ SGD&ĐT Loại C 2020-2021 13 REFERENCES • Nunan, 1999 Practical English Language Teaching NY:McGraw-Hill •Ellis(1997) Language & Development – Teachers in a Changing World New York: Longman • Mc Kay, S L (2002) Teaching English as an International Language Oxford : Oxford University Press • Harmer, J 1984 The Practice of English Language Teaching London: Longman • Teaching Technicques: Project – Based Learning – By Dayna Laur • Practical Ideas For Better Project – Based Learning in your classroom – By Jenifer Rita Nichols • What is presentation? Page: Barriers To Effective communication • Best Explainer Video Production Companies at Squareship • Jump up^ Zettl, Herbert Video Basics Belmont: Wadsworth Publishing, 2009 • Video production at Curlie (based on DMOZ) • Benefits of video production in teaching at school ( By Liza Brown May, 22 2018 ) APPENDIX Speaking skills rubric Excellent to very good 100 – 90 Very good 89 - 80 Good 79 -70 Fair 69 - 60 Unsatisfactory 59 or fewer Excellent to very good fluency Enough and exact lexical resource, grammartical range and accuracy Natural pronunciation Creative or practical illustration Very good fluency Enough and fairly exact lexical resource, grammartical range and accuracy Fairly natural pronunciation Practical illustration Good fluency Fairly enough lexical resource, grammartical range and accuracy Fairly natural pronunciation Fairly practical illustration Fair fluency Fairly lexical resource, grammartical range and accuracy Fair pronunciation Little illustration Failure to speak and to make him / herself understood the content Warm-up of Unit 7: Cultural diversity–Getting started-New English Textbook 10 14 Criteria Student – Thắng Student – Hợp Fluency and coherence good very good Lexical resource enough, fairly exact enough, exact Grammartical range and accuracy enough,exact enough, fairly exact Pronunciation Natural natural Illustration practical practical, creative Mark 10 Warm-up of Unit 7: Cultural diversity–Getting started-New English Textbook 10 Criteria Student - Hoa Student – Lực Fluency and coherence very good very good Lexical resource enough,exact enough, fairly exact Grammartical range and accuracy enough,exact enough, fairly exact Pronunciation Natural fairly natural Illustration creative, practical practical Mark 10 15 UNIT 7: CULTURAL DIVERSITY – GETTING STARTED 16 17 18 • UNIT 8: NEW WAYS TO LEARN – GETTING STARTED 19 20 ... ways to learn - Getting Started – New English Textbook 10 for online classes ? ?Applying video production in teaching Warm-up of Unit 8: New ways to learn - Getting Started – New English Textbook 10. .. Started – New English Textbook 10 for online classes 2.3.4.1 Applying video production in teaching Warm-up of Unit 7: Cultural diversity - Getting Started – New English Textbook 10 for online classes. .. - GETTING STARTED - NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES APPLYING PRESENTATION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE APPLYING VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 8: NEW WAYS