(Skkn 2023) developing the attribute of responsibility for students at le viet thuat upper secondary school through some adapted activities in cultureclil lessons of the textbook “tieng anh 10”

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING –––––––––––––––––––––––– DEVELOPING THE ATTRIBUTE OF RESPONSIBILITY FOR STUDENTS AT LE VIET THUAT UPPER SECONDARY SCHOOL THROUGH SOME ADAPTED ACTIVITIES IN CULTURE/CLIL LESSONS OF THE TEXTBOOK “TIENG ANH 10” Subject: English Group: Foreign languages – Literature Vinh, 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING LE VIET THUAT HIGH SCHOOL DEVELOPING THE ATTRIBUTE OF RESPONSIBILITY FOR STUDENTS AT LE VIET THUAT UPPER SECONDARY SCHOOL THROUGH SOME ADAPTED ACTIVITIES IN CULTURE/CLIL LESSONS OF THE TEXTBOOK “TIENG ANH 10” Subject: English Researcher: Vo Thi Thuy Linh Phone number: 0984359184 Group: Foreign languages – Literature Vinh, 2023 TABLE OF CONTENTS CONTENTS PAGE PART I: INTRODUCTION 1.1 Rationale 1.2 Aims of the Study PART II: CONTENT 2.1 Theoretical Background 2.1.1 Culture 2.1.1.1 Definition of Culture 2.1.1.2 The Role of Culture in Language Teaching 2.1.2 The Attribute and Competence Framework for Students in the General Education Curriculum 2.1.2.1 Principles of Building the Attribute and Competence Framework for Students 2.1.2.2 The Attribute of Responsibility 2.1.3 Adapting Textbooks 2.1.3.1 What is Textbook Adaptation? 2.1.3.2 Principles and Techniques for Adapting Textbooks 2.2 Practical Background 2.2.1 An Overview of the Textbook “Tieng Anh 10” 2.2.2 Situation of Teaching and Learning Culture/CLIL Lessons at Le Viet Thuat Upper Secondary School 2.2.3 Situation of Teaching the Attribute of Responsibility at Le Viet Thuat Upper Secondary School 2.3 The Study 2.3.1 Methodology 2.3.1.1 Participants 2.3.1.2 Instrumentation 2.3.1.3 Data Collection Procedures 2.3.2 Findings of the Study 2.3.3 Finding Solutions 2.3.3.1 Sample Application 2.3.3.2 Sample Application 2.3.3.3 Sample Application 16 2.3.3.4 Sample Application 32 2.4 Survey on Urgency and Feasibility of the Study 39 2.4.1 Aims of the Survey 39 2.4.2 Content and Data Collection Procedures 39 2.4.3 Participants 39 2.4.4 Findings of the Survey 40 2.4.4.1 The Urgency of the Study 40 2.4.4.2 The Feasibility of the Solutions 40 PART III: CONCLUSION 41 3.1 A summary of the Development of the Study 41 3.2 Limitations 3.3 Recommendations 41 REFERENCES APPENDICES 43 25 42 PART I: INTRODUCTION 1.1 Rationale In reply to urgent demands of current situation of our country, the Ministry of Education and Training has been undertaking a comprehensive reform, including the renovation of the general education program in the direction of forming and developing learners’ attributes and competences The newly approved curriculum determines five major attributes to be formed and developed in students, namely Patriotism, Humanity, Diligence, Honesty, and Responsibility In addition, the curriculum aims at establishing ten core competences which are classified into two groups: general competencies and academic competences General competencies, consisting of self-control and independent learning, communication, and collaboration and problem-solving and creativity, are acquired from subjects and educational activities Academic competences, formed mainly through certain subjects and educational activities, include Language, Calculation, Natural sciences and Social sciences research, Technology, Informatics, Aesthetic, and Physical fitness In terms of attribute development, it is stated that through educational methods, diligence, honesty, and sense of responsibility are gradually established and developed through daily labor under the guidance and training of teachers Patriotism and humanity can only be established and developed sustainably through practical activities It can also be seen that five main attributes that need to be formed and developed for students in the new general education curriculum are in line with the Vietnamese culture Related to the mentioned aims, the textbook “Tieng Anh 10” was published and has officially been used at all upper secondary schools in Nghe An since the academic year 2022-2023 The advent of the book has led to certain changes in the language teaching and learning process The general characteristics of the educational methods used in the new curriculum are the positive effects of learners’ behavior, in which the teacher plays the role of organizing and directing activities for students, creating friendly schools and “problematic situations” to encourage students to actively participate in learning activities, self-discovery of self-efficacy and learn the potential, the knowledge and accumulated skills to develop Students learn activities which include problem exploration, practice, and hands-on activities (applying what has been learned to detect and solve real-life problems) These activities are conducted on and off campus through several major forms such as academic theories; perform exercises, experiments, games, role play, research projects; participating in seminars, sightseeing, camping, reading; collective activities, community service activities Despite their significant role in forming and developing students’ attributes, Culture/ CLIL lessons in the new textbook are often overlooked since many of their activities are designed in a controlled format like a reading lesson and not frequently appear in academic tests at school What the students must is to follow the activities given in these lessons under the instructions of teachers This, to some extent, demotivates students because they cannot experience many different types of exercises as well as relate what they have learnt into real-life situations Moreover, because of limited background knowledge and essential skills, students often feel bored when carrying out these tasks, especially when lacking support and motivation from teachers Due to students’ low level of proficiency, low motivation and time constraints, teaching and learning Culture lessons are still far from satisfactory; therefore, educational aims established in the general education program cannot be fully achieved Related to these problems, this study was carried out, entitled: Developing the attribute of responsibility for students at Le Viet Thuat upper secondary school through some adapted activities in Culture/CLIL lessons of the textbook “Tieng Anh 10” 1.2 Aims of the Study The ultimate goal of the study is to help 10th graders be aware of the responsibility for themselves, for their families, for their school and society and for the environment through Culture/ CLIL lessons by suggesting adaptations from some activities given in the textbook “Tieng Anh 10” PART II: CONTENT 2.1 Theoretical Background 2.1.1 Culture 2.1.1.1 Definition of Culture According to Brown (1994), culture might be defined as the ideas, customs, skills, arts and tools that characterize a given group of people in a given period of time It is way of life and the “glue” that binds a group of people together Adaskou, Britten and Fahsi (1990) identify culture on a more specific level by outlining four meanings of culture Their semantic sense encompasses the whole conceptualization system which conditions perceptions and thought processes Their aesthetic sense includes cinema, literature, music, and media, while their sociological one refers to the organization and nature of family, interpersonal relations, customs, material conditions, and so on Their pragmatic or sociolinguistic sense refers to the background knowledge, social and paralinguistic skills, and language code which are necessary for successful communication The different aspects and levels of culture briefly outlined above obviously explain that the role of what culture means in language education is varied 2.1.1.2 The Role of Culture in Language Teaching As language and culture are interrelated, language cannot be taught without culture Many of the factors which give rise to linguistic variation are sometimes discussed in terms of cultural differences Allen (1985) summarized it: “ prior to the 1960s, the lines between language and culture were carefully drawn The primary reason for language study in the earlier part of this century was access to the great literary masterpieces of civilization” In the 1990s, the cultural syllabus has been supported by research in the National Core French Study (Flewelling, 1994), and its importance was reaffirmed in Stern's (1992) last book In short, “culture” in language education today is clearly much more than great literature As our understanding of language and communication has evolved, the importance of culture language education has improved 2.1.2 The Attribute and Competence Framework for Students in the General Education Curriculum 2.1.2.1 Principles of Building the Attribute and Competence Framework for Students The attribute and competence framework for students was built based on the following principles: • The attribute and competence framework must be based on the attributes and competencies of students defined in the general education curriculum • The attributes and competences of students stipulated by the Ministry of Education and Training vary from Primary, Secondary to High School, in which the following level developed on top of from the previous ones Therefore, all attributes and competencies from the three levels should be integrated in the attribute and competence framework students (High School level) • The description of each attribute should follow a consistent format: Definition (what is that attribute?), Description (what does a student with that attribute do?), and Action Direction (what does this student to the community?) 2.1.2.2 The Attribute of Responsibility The attribute of responsibility in the general education program is determined through aspects as follow: - Responsibility for oneself: + Those students with this attribute actively and voluntarily take care of, protect and perfect their own minds, souls, and physical health + They are willing to take responsibility for their own words and actions + They encourage others to take responsibility for themselves - Responsibility for one’s family: + They are conscious of fulfilling their duty for their family members + They take care of and protect their own families + They encourage others to take responsibility for their families - Responsibility for the school and society: + Those students with this attribute are conscious of and take actions to protect public assets and observe school regulations and national laws + They are conscious of studying and practicing in order to promote the school’s tradition They actively contribute to community activities + They encourage others to preserve and promote the school’s tradition, to protect the public assets, to obey laws and to take part in community activities - Responsibility for the environment: + Those students with this attribute respect and preserve natural resources and the environment They are fully aware of the meaning of using resources efficiently for the sustainable development of the environment + They use resources efficiently; they fight against wasting resources and damaging the environment - They raise social awareness about protecting natural resources 2.1.3 Adapting Textbooks 2.1.3.1 What is Textbook Adaptation? Adapting textbook activities is not just something teachers should as the need arises but also for appealing to the lower, middle, and strong student levels Textbook adaptation is performed to make textbook lessons more communicative and incorporate authentic textbooks into the lessons Adapting is the ability to create a textbook that introduces and integrates skills in a lively, enjoyable, and productive format 2.1.3.2 Principles and Techniques for Adapting Textbooks Despite the great effort that textbook writers make to meet the needs of the intended users, textbooks are subject to adaptation when they are actually used in the classroom McDonough and Shaw (1993:83) propose that textbooks are internally coherent although they may be, they may not be entirely applicable Although most classroom teachers will not be involved in the production of textbooks, all teachers have the responsibility for textbook evaluation, selection, and adaptation It is undeniable that adapting textbook allows teachers to achieve more compatibility and fitness between the textbook and the teaching environment, and therefore maximize the value of the book for the benefit of their particular learners and for the most effective teaching outcomes to achieve Maley (1998:281) suggested the following techniques to adapt textbook: • Omission: the teacher leaves out things seemed inappropriate, offensive, unproductive, etc., for the particular group • Addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material • Reduction: where the teacher shortens an activity to give it less weight or emphasis • Extension: where an activity is lengthened in order to give it an additional dimension (For example, a vocabulary activity is extended to draw attention to some syntactic patterning.) • Rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more “communicative”, more demanding, more accessible to their students, etc • Replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material This is often culled from other resource textbook • Re-ordering: teachers may decide that the order in which the textbooks are presented is not suitable for their students They can then decide to plot a different course through the textbooks from the one the writer has laid down • Branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities Textbook adaptation can be done at three levels The first level is macro adaptation, which is ideally done before the language program begins After comparing what is covered in a textbook and what is required by the syllabus or examination, the teacher may find that certain areas or even whole units of the book can be omitted, and certain contents need to be supplemented The second level of adaptation is adapting a unit This could be done by reordering the activities, combining activities, omitting activities, rewriting, or supplementing exercise material, etc Unit adaptation helps to make the classroom teaching smoother and more cohesive It also helps the teacher to better fulfill the aims of a unit The third level is adaptation of specific activities in a unit Occasionally an activity is regarded as valuable, but it is not well-designed, or it is not suitable in a particular class If the teacher does not want to give up the activity, he or she needs to adapt it 2.2 Practical Background 2.2.1 An Overview of the Textbook “Tieng Anh 10” Each unit in the textbook “Tieng Anh 10”, which refers to a particular theme, is divided into sections: Getting started, Language, Reading, Speaking, Listening, Writing, Communication and Culture/CLIL, and Looking back and Project Each section is designed with different kinds of activities with a view to helping students form and develop necessary attributes and competencies through their learning process 2.2.2 Situation of Teaching and Learning Culture/CLIL Lessons at Le Viet Thuat Upper Secondary School Under the instructions of Ministry of education and training, all schools now have had their own syllables for teaching and learning English As far as I know, most upper secondary schools in Nghe An province allot 45 minutes for each lesson However, Culture/CLIL and Everyday English are combined in one period of 45 minutes under the name of Communication and Culture/CLIL; as a result, the given tasks are sometimes not fully carried out due to the lack of time as well as students’ uneven levels of proficiency Many of the students are not able to actively take part in pair or group discussions due to their capability Added to that, another factor affecting the quality of the Communication and Culture/CLIL lesson lies in the monotonous requirements of some tasks given in the textbook Taking these factors into consideration, it is undeniable that the objective of the lesson is not always reached Because of these reasons, I would like to suggest a few adaptations for some tasks in Culture/CLIL section to make them more appealing for students to fulfill; hereby establishing and improving their sense of responsibility for the issues presented in the lesson 2.2.3 Situation of Teaching the Attribute of Responsibility at Le Viet Thuat Upper Secondary School It is likely that students at my school have been taught the attribute of responsibility through activities organized by the Youth Union or their own a Comments: We can see from two given activities in the textbook that after reading a text about the environmental impact of tourism, students can have some knowledge about different types of tourism along with their positive and negative points In task 2, students will have a deeper insight into the content of the text by putting a tick in the appropriate column with ideas from the text However, these tasks not encourage students to develop their role as well as responsibility in reducing the negative influences of tourism on the environment, which is essential in modern life, especially when the tourism industry is more and more thriving b Suggestions: From the above comments, I would like to add one more task to the given ones with the following requirements: Work in groups Discuss the following questions: If you were given an opportunity to go on a tour, what type of tourism would you choose to become a responsible tourist? Why? c Descriptions for adapted activity: -Time: 15 minutes - Work arrangement: group work - Possible outcomes: + students choose their own favourite type of tourism + students understand what a responsible tourist is + students show their responsibility in protecting the environment when taking part in a tour d Sample teaching plan for Unit 10 – Culture: I Objectives: By the end of the lesson, students will be able to Cognition: - learn about types of tourism through CLIL (Environmental impact of tourism) and learn some content vocabulary - understand differences between main types of tourism Skills: - scanning a text for specific information - speaking Attributes: - willingly acquire and the tasks 33 - actively, creatively and cooperatively participate in and fulfill assigned tasks - build up and develop the sense of responsibility to the community Competences: - communicative competence - self-control and independent learning - communication and collaboration - problem-solving II Teaching aids: - textbook, TV, pictures, handouts, zalo (for Ss to send their preparation for the lesson) III Procedures: Activity minutes 34 a Aim: - help Ss learn about types of tourism and recognize positive and negative impacts of these types - help students practice reading for specific information in a text b Performance: Ss work individually and fill in the gap with the information from the text c Outcome: Ss will understand more about different types of tourism d Organization: - Ask Ss to read the text carefully and work individually to the task - Call on some Ss to explain their answers - Elicit feedback from the whole class - Give suggested answers: Negative impact Positive impact Mass tourism Ecotourism Sustainable tourism Responsible tourism Activity minutes a Aim: - help Ss learn about different features of different types of tourism - help Ss improve the sub-skill of scanning the text for specific information b Performance: Ss work individually to tick the appropriate 35 column c Outcome: Ss will know about distinctive features of tourism types d Organization: - Ask Ss to read the text carefully and work individually to the task - Call on some Ss to explain their answers - Elicit feedback from the whole class - Give suggested answers: Activity 15 minutes Work in groups Discuss the following questions: If you were given an opportunity to go on a tour, what type of tourism would you choose to become a responsible tourist? Why? a Aim: - help Ss relate what they have learned with the real life - help Ss raise their awareness and responsibility in protecting the environment when going on a tour b Content: - prepare a presentation in which the characteristics of a responsible tourist are mentioned - indicate their responsibility to community through choosing suitable type of tourism to take c Outcome: - Ss have a deeper understanding of tourism types with their positive and negative influences on the environment - Ss suggest the type of tourism that everyone should take - Ss’ sense of responsibility to their community will be established 36 and developed through their participation for the task d Organization: - Ask Ss to work in groups to carry out the task - Ask Ss to prepare their presentations in advance - Call on the representatives from the groups to present in front of the class - Elicit comments from the whole class - Give final comments and feedback e Illustrations of Ss’ work: 37 38 2.4 Survey on Urgency and Feasibility of the Study 2.4.1 Aims of the Survey The survey was conducted to get opinions of English teachers at Le Viet Thuat upper secondary school with a view to evaluating and asserting the urgency and feasibility of the solutions presented in the study: Developing the attribute of responsibility for students at Le Viet Thuat upper secondary school through some adapted activities in Culture/CLIL lessons of the textbook “Tieng Anh 10” 2.4.2 Content and Data Collection Procedures In terms of content, the survey mainly focuses on the urgency of the issue and the feasibility of the solutions presented in the study Data for the analysis was taken from the results of the questionnaires delivered to teacher at https://docs.google.com/forms/d/1XizL37UDsacY1f8sXiJsBmk6fPIbc4dXNCOm ZdGyuzw/edit with levels of assessment for each question After collecting the data, the author used mathematical statistical methods by SPSS software to process data and verify the obtained results 2.4.3 Participants The participants of the research consist of 11 teachers of English at Le Viet Thuat upper secondary school, who are teaching 10th graders with the textbook “Tieng Anh 10” 39 2.4.4 Findings of the Survey 2.4.4.1 The Urgency of the Study The collected information from questionnaires on the urgency of the study is shown in the following table (M1: not urgent; M2: less urgent; M3: urgent; M4: very urgent) The research issue Forming and developing the attribute of responsibility for students during the learning process Forming and developing the attribute of responsibility for students through all lessons, especially Culture/ CLIL lessons in the textbook “Tieng Anh 10” Parameters Rating scale M1 M2 M3 M4 11 ̅ 𝑿 4.0 Scale 0 3.45 3.73 Average 2.4.4.2 The Feasibility of the Solutions The collected results on the feasibility of the study are presented in the following table (M1: not feasible; M2: less feasible; M3: feasible; M4: very feasible) Solutions Adapting requirements of some activities in Culture/CLIL lessons of the textbook “Tieng Anh 10” Average Parameters Rating scale M1 M2 M3 M4 ̅ 𝑿 3.27 Scale 3.27 The above results show that most of the English teachers at my school admit the urgency of the research issue and believe that the solutions introduced in the study can be successfully applied and bring desirable benefits in forming and developing the attribute of responsibility for students 40 PART III: CONCLUSION 3.1 A summary of the Development of the Study As stated previously in the first part, the purpose of the study is to establish and develop the attribute of responsibility among 10 th graders through modifying some task requirements given in Culture/CLIL lessons in the textbook “Tieng Anh 10” (Global Success) Basically, the study has achieved its aim through a thorough review of related literature and a combination of methods in designing activities for specific Culture/CLIL lessons To receive reliable results for the study, two survey questionnaires were designed and delivered to 179 participants from classes at Le Viet Thuat upper secondary school Besides, a survey on the urgency and feasibility of the study was carried out to get opinions from teachers of English in my school The results collected from the study were then analyzed quantitatively and qualitatively Important findings for the study have been drawn from this analysis The results reveal that the application of adapted activities from available tasks in Culture/CLIL lessons can bring about obvious benefits to students in developing their sense of responsibility to themselves, their families, their school, the environment and community In addition, conducting these adapted tasks in groups enables students to enhance such competences as communication, language, collaboration, and problem-solving Another merit is that the modified activities make the lessons more practical and fascinating; therefore, students feel more encouraged and motivated to actively engage in the lessons Also, in teachers’ opinions, adapting activities in teaching makes their lesson more successful Thus, I realize that adapting tasks in certain circumstances, to some extent, is essential as they are not always suitable for all teaching contexts and particular educational aims Because of this, teachers should be aware of adapting tasks from the textbook if necessary However, teachers’ adaptation of activities in reality is still limited due to such many subjective and objective reasons as limited time, class size, mixleveled students, unsuitable provided activities, students’ learning styles, etc 3.2 Limitations Despite the researcher’s effort, the study has shown some unavoidable mistakes and shortcomings as follows Firstly, the adaptive tasks applied in some Culture/ CLIL lessons were still limited due to such subjective and objective reasons as limited time, class size, mixed-level students, students’ learning styles, etc Thus, to some extent, beside positive results gained from experimental teaching periods, it should be admitted the fact that developing necessary attributes in general and the attribute of responsibility in particular for students is a constant process and requires great efforts 41 from not only teachers but also from families and the students themselves Therefore, the effectiveness of the study might be temporary during the experimental period Secondly, only 179 students of Le Viet Thuat high school were involved in the study As a result, it was impossible to generalize the outcomes as well as represent the situation of teaching and learning Culture/ CLIL lessons of the 10th form students at the whole school Finally, the analysis and findings of the study only based on the results collected from the questionnaires, thus the discussion might be incomplete 3.3 Recommendations On the basis of the findings and the limitations of the study, several suggestions for further research are made As indicated in the findings, one of the shortcomings originates from the textbook itself Therefore, an evaluation of the requirements of some Culture/ CLIL lessons in the textbook “Tieng Anh 10” should be made to make them more practical and related to students’ own experience in life Another possible reason to account for students’ disinterest in learning English may partly lie in the inadequate method of teaching; therefore, teachers of English are required to be flexible in using alternative teaching methods Whatever pedagogical approach is applied in teaching English lessons in general and Culture/ CLIL lessons in particular, it is desirable that the approach should be encouraging and needs to be made suitable for the objectives of the lesson and students’ diverse levels of ability In addition, studies on how to develop the attribute of responsibility for students through other lessons in the textbook would be helpful Last but not least, research on developing other attributes and competences in students through lessons in the textbook should be conducted 42 REFERENCES Adaskou, K., Britten, D., & Fahsi, B (1990) Design decisions on the cultural content of a secondary English course for Morocco ELT Journal, 44(1), 3-10.2 Allen, W (1985) Toward cultural proficiency In A.C Omaggio (Ed.), Proficiency, curriculum, and articulation: The ties that bind (pp 137-166) Middlebury, VT: Northeast Conference Brown, H.D (1994) Principals of Language Learning and Teaching Englewood cliffs: Prentice Hall Regents Brown, H D (1994) Teaching by principles: An interactive approach to language pedagogy New York, NY: Tina Carver Flewelling, J (1994) The teaching of culture: Guidelines from the National Core French Study of Canada Foreign Language Annals Hoang Van Van (2022) Tieng Anh 10 Global Success Sach hoc sinh Vietnam Education Publisher Hoang Van Van (2022) Tieng Anh 10 Global Success Sach giao vien Vietnam Education Publisher Maley, A (1998) Squaring the circle-reconciling materials as constraint with materials as empowerment Cambridge: Cambridge University Press McDonough, J., & Shaw, C (1993) Materials and Methods in ELT A Teacher’s Guide Oxford: Blackwell Publishers 10 Stern, H.H (1992) Issues and options in language teaching Oxford: Oxford University Press 43 APPENDICES Appendix 1: PRELIMINARY SURVEY QUESTIONNAIRES FOR STUDENTS Part I Personal information Class: …………… Years of learning English: …………………………… Part II Strongly Agree Agree Neither agree nor disagree Disagree Strongly Disagree Sense of responsibility is important in our daily life It is necessary to teach sense of responsibility in all subjects at school You can learn a lot about sense of responsibility through English lessons in the textbook The Culture/CLIL lessons in textbooks are somewhat like Reading lessons, so they are not interesting Learning Culture/CLIL lessons helps you develop more sense of responsibility towards yourself, your family and society Thank you very much for your cooperation! Pl-1 Appendix 2: SURVEY QUESTIONNAIRES FOR STUDENTS IN POST – IMPROVEMENT STAGE Strongly Agree Agree Neither agree nor disagree Disagree Strongly Disagree Activities adapted from Culture/CLIL lessons in textbooks make the lessons more interesting and motivate students to study After learning Culture/CLIL lessons with adapted activities, you can develop more sense of responsibility towards yourself, your family and society After learning Culture/CLIL lessons with adapted activities, you can develop other attributes like patriotism, and competences like Problem solving, creativity, language After taking part in activities adapted from the Culture/CLIL lessons, you feel more confident when using English in class and in real-life situations Thank you very much for your cooperation! Pl-2 Appendix 3: SURVEY QUESTIONNAIRES FOR TEACHERS ON THE URGENCY AND FEASIBILITY OF THE STUDY: DEVELOPING THE ATTRIBUTE OF RESPONSIBILITY FOR STUDENTS AT LE VIET THUAT UPPER SECONDARY SCHOOL THROUGH SOME ADAPTED ACTIVITIES IN CULTURE/CLIL LESSONS OF THE TEXTBOOK “TIENG ANH 10” Kính nhờ Quý Thầy/ Cô lựa chọn phương án theo quan điểm Thầy/ Cô cho câu hỏi sau Họ tên: Đơn vị công tác: _ Việc hình thành phát triển phẩm chất “trách nhiệm” cho học sinh trình học cấp thiết xã hội A Hoàn tồn đồng ý B Đồng ý C Khơng đồng ý D Hồn tồn khơng đồng ý Việc hình thành phát triển phẩm chất “trách nhiệm” cho học sinh thông qua tất môn học nhà trường cấp thiết A Hoàn toàn đồng ý B Đồng ý C Khơng đồng ý D Hồn tồn khơng đồng ý Việc hình thành phát triển phẩm chất “trách nhiệm” cho học sinh thông qua tất học SGK “Tiếng Anh 10” (Global Success), đặc biệt học Culture/CLIL cấp thiết A Hoàn toàn đồng ý B Đồng ý C Khơng đồng ý D Hồn tồn khơng đồng ý Pl-3 Nhiều hoạt động học tập Culture/ CLIL SGK “Tiếng Anh 10” (Global Success) giống với hoạt động học tập Reading nên chưa tạo hứng thú cho học sinh chưa giúp học sinh phát triển hết phẩm chất “trách nhiệm” với thân, gia đình xã hội A Hoàn toàn đồng ý B Đồng ý C Khơng đồng ý D Hồn tồn khơng đồng ý Theo Thầy (Cô), việc thay đổi yêu cầu số hoạt động hoạt tập Culture/ CLIL – SGK “Tiếng Anh 10” (Global Success) để giúp học sinh hứng thú hơn, phát triển phẩm chất “trách nhiệm” nhiều phẩm chất, kỹ khác HS q trình học liệu có khả thi? A Rất khả thi B Khả thi C Ít khả thi D Không khả thi Xin chân thành cảm ơn hợp tác Quý Thầy/Cô! Pl-4