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

TEACHING EXPERIENCE 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 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUYNH LUU HIGH SCHOOL TEACHING EXPERIENCE 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 High School Group : Literature- English Subject : School year : 2021 – 2022 English Phone number : 0383655547 TABLE OF CONTENT TABLE OF CONTENT PART I: INTRODUCTION 1, Reason for choosing the Topic…………………………………………… Aims of the Topic PART II: DEVELOPMENT Chapter 1: Theoretical Background…………………… …………………………3 1.1 Definition of Responsibility and Sense of Responsibility…………………… 1.2 Students’ Responsibility 1.3 Benefits of integrating some activities into the lessons to improve students’ sense of responsibility ………………………………… …………………………3 Chapter 2: Situation Analysis …………………………………………………… 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 Chapter 3: The Survey …………………………………………………………… 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 4.1.1 Sample - Unit 2: Your Body and You ……………………………………7 4.1.2 Sample - Unit 6: Gender Equality……………………………………… 4.1.3 Sample - Unit 8: New Ways to Learn (1)……………………………… 10 4.1.4 Sample - 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 - Unit 1: Family Life ………………………………… ……….13 4.2.2 Sample - Unit 6: Gender Equality ………………………………………15 4.2.3 Sample - Unit 9: Preserving the Environment ………………………… 16 4.3 Activities to Improve Students’ Sense of Responsibility to Community 17 4.3.1 Sample - Unit 3: Music ………………………………………………….18 4.3.2 Sample - Unit 4: For a Better Community (1)…………………… ……21 4.3.3 Sample - Unit 4: For a Better Community (2)…………………… ……21 4.3.4 Sample - Unit 9: Preserving the Environment ………………….……….25 4.3.4 Sample - Unit 10: Ecotourism ………………………………………… 27 PART III: CONCLUSION 30 The Results of Applying the Teaching Experience ………………………… 30 Some Recommendations for Integrating some Activities into the English Lessons 31 REFERENCE 32 PART I: INTRODUCTION Reasons for choosing the Topic So far, we have been caring much about what families, schools and society should for children However, it is also important for students to be aware of what they have to 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 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 Aims of the Topic The topic is carried out in order to: - Provide some basic knowledge about responsibility, sense of responsibility 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 PART II: DEVELOPMENT Chapter 1: Theoretical background 1.1 Definition of Responsibility and Sense of Responsibility 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 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 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 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 private things, not pay attention to the teachers’ lecture Some of them not 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 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 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 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 Family life Your body and you Music For a better community Inventions Gender equality Cultural diversity New ways to learn 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 Chapter 3: The Survey 3.1 Survey and the Results In the school year 2021-2022, we have carried out the survey containing multiple choice questions for 100 students from classes 10 D1, 10 D2 and 10A02 of our school The survey was done twice One was at the beginning of the school 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 Answers How you think the importance of A Normal sense responsibility is? B Important C Very important How often you think about your A Rarely responsibilities in your daily activities? B Sometimes C Usually Do you find it necessary to be taught A Unnecessary sense of responsibility in the class? B Necessary C Very necessary Before using the activities 38% 40% 22% 25% 52% 23% 8% 50% 42% Do you learn much about sense of A Little responsibility through your English B Normal lessons? C Much 30% How much is your sense of A Little responsibility to yourselves, your B Normal family, school and society? C Much 30% 62% 8% 58% 22% 3.2 Findings from the survey The survey shows that before using the adapted activities, most of students 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 - Students work in group to discuss and write their answers in the handouts - Teacher asks groups to share their answers with each other - Teacher and all students agree on the best answers * Suggested answers: Questions Answers Name some Vi and Dam folk Giận mà thương, Trồng lại nhớ đến songs that you know? Người, Ví Ghẹo, Ví Đị Đưa, Mời Trầu, Mời Rượu, Hò Bơi Thuyền… Do you often listen to Vi and Not very often Dam folk songs? Can you sing any Vi and Dam Yes, we can sing the some songs folk songs? When were Vi and Dam folk In November, 2014 songs recognized as the Intangible Cultural Heritage of Humanity by UNESCO? What should you to preserve - Set up Vi and Dam folk songs Club and Vi and Dam folk songs? encourage other people to take part in - Organize Vi and Dam folk songs singing contests - Learn about Vi and Dam folk songs - Listen to Vi and Dam folk songs and learn how to sing some songs - Perform Vi and Dam folk songs in ceremonies - Post information about Vi and Dam folk songs on newspapers, on social media,… to spread the love to this kind of music - Introduce Vi and Dam folk songs to people from other regions and to foreigners … * The following pictures illustrate students’ activities and their products: 18 19 20 4.3.4 Sample – Unit 4: For a Better Community (1)  Aim: Raise students’ awareness of their contributions to community  Suggested activity: Making mind-map: For a Better Community  Type of activity: group work  Time: 7-8 minutes  Application: this activity can be applied in part Project of Unit 4: For a better community or as an assignment for students at home after Unit (because Project Part is omitted)  Procedure: - Divide the class into groups of 6-8 students - Ask them to discuss and make a mind-map about what they should for a better community in minutes - After minutes, students hang their mind-map on the board and representatives of each group present their ideas - Ask other groups to give comments - Teacher gives feedback  Ask the students to carry out what they have talked about to contribute to a better community  The following pictures illustrate students’ activities and their products: 21 22 4.3.5 Sample – Unit 4: For a Better Community (2)  Aim: Raise students’ awareness of helping others  Suggested activity: Making a plan: Fund-raising plan  Type of activity: group work  Time: 7-8 minutes  Application: this activity can be applied in part Project of Unit 4: For a better community or as an assignment for students at home after Unit (because Project Part is omitted) 23  Procedure: - Divide the class into groups of 6-8 students - Ask them to discuss how to make a plan to raise fund to help the poor - Each group makes a brief fund-raising plan - After minutes, call some representatives to present their plans - Ask other groups to give comments - Teacher gives feedback - Ask the students to carry out their plans  Suggested answers: We can the following activities to raise funds to help the poor: - Collect old books and other school things for their children and old clothes for them - Collect used paper, bottles, cans,… and sell to get money - Organize fund-raising activities: + Sell handmade things such as cards, toys, flowers, pictures, drawings,… + Plant flowers and trees and sell to get money + Cook some snacks and sell to get money  Some pictures of Students’ activities: 24 4.3.6 Sample - Unit 9: Preserving the Environment  Aim: Raise students’ awareness of preserving the environments  Suggested activity: Drawing and presentation (Students will draw a picture and then make a presentation about preserving the environment)  Type of activity: group work  Time: minutes for presentation  Application: this activity can be applied as an assignment for students at home after Unit 9: Preserving the Environment  Procedure: - Divide the class into groups of 10-12 students - Ask them to discuss activities they should to protect the environment and draw a picture of those activities - After minutes, call the representatives of the groups to present their groups’ pictures - Ask other groups to give comments - Teacher gives feedback and asks students to practice those good things in their daily lives 25 The following pictures illustrate students’ activities and their products: 26 4.3.7 Sample - Unit 10: Ecotourism  Aim: Help students understand more about ecotourism and become responsible tourists  Suggested activity: Discussion: What should we to be responsible tourists?  Type of activity: group work  Time: 6-8 minutes  Application: this activity can be applied as a Post-Reading activity in Lesson 3: Reading (Go Green) of Unit 10: Ecotourism  Procedure: - Divide the class into groups of 5-6 students - Ask them to discuss what they should to be responsible tourists - After minutes, call the representatives of the groups to present their groups’ ideas - Ask other groups to give comments - Teacher gives feedback and asks students to practice those good things  Suggested answers: How to become responsible tourists: + Choose direct fights, or avoid traveling by plane if possible (because airplanes are responsible for huge amounts of carbon emissions) + Learn about the rules and the customs of the place you visit + Respect the locals and their cultures + Do not leave trash + Decrease environmental impacts + Support the locals (1 taste authentic cuisine in local restaurants; when you need a tour guide, hire a local; always tip appropriately; buy authentic products from locally owned and operated businesses) + Choose eco-friendly accommodation + Choose your travel activities with care + Enjoy the wildlife without harming it + Do not give money to beggars (in some countries, children are taken out of schools and forced by their parents to ask tourists for money If you give money to people on the street, you will be fostering this reality Sign up for a volunteer, teach at a school or give them food, so you'll be helping a lot more than giving away money).… 27 The following pictures illustrate students’ activities 28 29 PART III: CONCLUSION The Results of Applying the Teaching Experience Before this teaching experience was introduced, it had been applied in teaching in some different classes of grade 10 at Quynh Luu High School from September 2021 to April 2022 to measure the effectiveness of the activities After that, the second survey was conducted The same questionnaire was delivered to the one hundred grade 10 students who had taken part in the first survey The table below shows a positive result Questions Answers How you think A Normal about importance of sense responsibility? B Important Before using After using the activities the activities 38% 17% 40% 44% 22% 39% How often you think A Rarely about your responsibilities B Sometimes in your daily activities? C Usually 25% 9% 52% 40% 23% 51% Do you find it A Unnecessary necessary to be taught B Necessary sense of responsibility in the class? C Very necessary 8% 0% 50% 40% 42% 60% Do you learn much A Little about sense of B Normal responsibility through your English lessons? C Much 30% 18% 62% 50% 8% 42% How much is your A Little sense of responsibility to B Normal yourselves, your family, school and society? C Much 30% 21% 58% 47% 22% 33% C Very important After the above activities have been integrated intentionally into the lessons, almost all students know that sense of responsibility is important, and they care much about their responsibility in daily lives 40% students agree that teaching sense of responsibility in class is necessary and the rest of them say that it is very necessary Many of them learn much about sense of responsibility 30 through their English lessons As a result, most of the students are aware of their responsibility to themselves, their family and society In conclusion, it has been proved that when those activities are used suitably, the students’ awareness of responsibility to themselves, their families and society seems to be improved remarkably Some Recommendations for Integrating some Activities into the English Lessons As discussed above, integrating some activities into the English lessons brings great help in improving students’ sense of responsibility to themselves, their families and society These activities can help students in learning the language; encourage them to participate actively in the lesson, gain knowledge and learn about their sense of responsibility However, there is one question How to choose a suitable one and how to make it work the most effectively? These are some recommendations for integrating some activities into the English lessons in order to improving students’ sense of responsibility to themselves, their families and society: - The activities should be chosen based on many factors such as the content, the aim of the lessons, the level and characteristics of students - The activities must connect the topics of the lessons with the responsibilities that students should fulfill - The activities should keep all of the students involved and interested - The activities should help the students develop their communicative skills - The activities should make students think of their responsibilities in the real life - Teaching sense of responsibility may make students bored so the activities should be challenging and interesting enough to attract their attention and stimulate them to take part in - The length of the activities should be set suitably In brief, it is very important for teachers to choose and apply suitable activities Therefore, in the real teaching, the teachers should be flexible to choose and integrate the activities to exploit the benefits of these activities in the most effective way As a result, the students’ sense of responsibility to themselves, their family and society will be improved day by day 31 REFERENCE Tieng Anh 10 Tap Tieng Anh 10 Tap https://www.google.com/search?q=responsibility+definition https://laodong.vn/van-hoa/vi-giam-nghe-tinh-duoc-unesco-cong-nhanthe-nao-775315.ldo https://www.nomadasaurus.com/10-ways-to-be-a-responsible-traveller/ 32 ... 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. .. 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. .. effectively? These are some recommendations for integrating some activities into the English lessons in order to improving students? ?? sense of responsibility to themselves, their families and society: - The