(Skkn 2023) design cultureclil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE DESIGN CULTURE/CLIL LESSONS IN TEXTBOOKS ENGLISH 10 GLOBAL SUCCESS IN THE FORM OF GAMES TO STIMULATE AND PROMOTE CULTURAL KNOWLEDGE FOR 10TH GRADERS Subject: ENGLISH Nghi Loc, April 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE DESIGN CULTURE/CLIL LESSONS IN TEXTBOOKS ENGLISH 10 GLOBAL SUCCESS IN THE FORM OF GAMES TO STIMULATE AND PROMOTE CULTURAL KNOWLEDGE FOR 10TH GRADERS Subject: ENGLISH Author: Nguyen Thi Hong Hanh Nguyen Duy Trinh High School Tel: 0942533569 Nghi Loc, April 2023 TABLE OF CONTENTS PART I INTRODUCTION 1.1 Rationale 1.2 Objectives of the research 1.3 Scope of study 1.4 Research Methodology 1.5 Structure of the research PART II CONTENT OF THE RESEARCH 2.1 The theoretical basis 2.1.1 Definition of culture 2.1.2 The role of game organization in English teaching 2.1.3 The role of cultural knowledge in learning the English language 2.2 Practical basis 2.2.1 The real situation of teaching communication and culture at school 2.2.2 The level of students’ interest in CLIL 10 2.3 Solutions to the problems 14 2.3.1 Games in Unit 1: Game Title: "Family Values Challenge" 14 (ROLE- PLAY) 14 2.3.2 Games in unit 2: RACING 16 Student taking part in the game “Racing” 18 2.3.4 Games in unit 21 Student taking part in the quiz game “Save the children culture ” 24 2.3.5 Games in Unit 24 2.4 The effectiveness of the solutions 27 A survey of the necessity and effectiveness of the solution 30 2.5.1 Purpose of the survey 30 2.5.2 The content and method of the survey 30 2.5.3 The subjects of the survey 30 2.5.4 The survey result of the necessity and effectiveness of the solution applied 30 PART III CONCLUSION AND RECOMMENDATIONS 34 3.1 Conclusion 34 3.2 Recommendations 34 IV REFERENCES V APPENDIX PART I INTRODUCTION 1.1 Rationale As society develops, the need to learn foreign languages is increasing The fact that the Ministry of Education and Training stipulates that English is a compulsory subject from grade to grade 12 in the new general education program (issued together with Circular No 32/2018 / TT- BGĐT dated December 26, 2018, of the Minister of Education and Training) is the clearest evidence affirming that English is an indispensable medium in the context of globalization and international integration in many fields In recent years, teaching and learning English in high schools has been much more focused when English is a compulsory subject in national high school exams for most candidates and the percentage of candidates applying for university admission related to English is increasing Therefore, improving the effectiveness of teaching and learning is an urgent need not only for learners but also for those who are directly teaching English As part of the textbook innovation project in the new high school program, this year is the first year we have applied Global Success's new English 10 books, after each lesson there is a lesson on culture and communication / Clil is very good and practical, the lesson is an opportunity for students to learn and develop more understanding of culture between regions and the territories of different countries In addition, if culture is integrated with the study of languages, learners can derive long-term benefits from their language learning experience Therefore, learning culture can give impetus to language learning Moreover, learners who acquire certain cultural knowledge can grasp information more fully and develop a more positive attitude towards other cultures They not only gain knowledge of other cultures, but also increase their understanding of their own cultures Therefore, culture needs to be applied to the teaching of language and skills so that learners can know how to speak and write in culturally appropriate ways Besides, Vietnam has a long-standing traditional culture with outstanding customs and practices and characteristics of a country in the East Many Vietnamese conceptions of life, people, love, happiness, and dress are sometimes a bit traditional and not as liberal and open as people in many Western countries That's why culture shock seems to be a common manifestation when moving to a new country Therefore, culture needs to be at the heart of language teaching, so that students can fully communicate in real-life situations For that reason, to make the culture lesson more interesting, I have designed a few fun game activities that both increase their interest in the subject, and to test the background knowledge learned and stimulate curiosity about culture Through the measure "Designing Culture/ClIl lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders", I hope to receive a lot of positive feedback as well as spread to my colleagues, to help improve the overall goal of education in all parts of the country 1.2 Objectives of the research The objectives of designing culture/CLIL (Content and Language Integrated Learning) lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders are: - To enhance students' understanding and appreciation of different cultures and their values - To improve students' language skills in English, particularly in the areas of vocabulary, grammar, and communication - To engage students in interactive and fun learning experiences that stimulate their curiosity and motivation to learn - To promote critical thinking skills by challenging students to analyze and evaluate cultural differences and similarities - To foster collaborative learning and social interaction among students through group work and discussion - To provide students with authentic and meaningful learning experiences that relate to their lives and the world around them - To encourage students to become responsible and respectful global citizens who appreciate cultural diversity and can communicate effectively across cultures - To evaluate the effectiveness of the games based CLIL approach in promoting cultural knowledge and language learning outcomes - To design activities in the culture and communication section in the form of games or gameshows - To survey and evaluate students' attitudes and progress through the activities conducted 1.3 Scope of study The scopes of the research designing Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders are: - To review and analyze the existing literature on the CLIL approach and its effectiveness in promoting cultural knowledge and language learning outcomes - To identify the cultural topics and language skills that should be incorporated into the CLIL lessons for 10th graders - To design and develop games based CLIL lessons that are engaging, interactive, and effective in promoting cultural knowledge and language learning outcomes - To pilot test the games based CLIL lessons with a sample of 10th graders and gather feedback on the effectiveness of the lessons - To evaluate the effectiveness of the games based CLIL approach in promoting cultural knowledge and language learning outcomes compared to traditional classroom teaching methods - To identify the challenges and limitations of implementing the games based CLIL approach and provide recommendations for future implementation - To contribute to the existing body of knowledge on the CLIL approach and its potential to promote cultural knowledge and language learning outcomes among 10th graders - To provide practical implications for teachers and curriculum designers in designing effective CLIL lessons that promote cultural knowledge and language learning outcomes 1.4 Research Methodology The research methodology for designing Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders includes the following steps: - Literature review: A review of existing literature on the CLIL approach, games-based learning, and cultural knowledge and language learning outcomes will be conducted to identify best practices and effective strategies - Needs analysis: A needs analysis will be conducted to determine the cultural topics and language skills that should be incorporated into the CLIL lessons for 10th graders - Lesson design: Games-based CLIL lessons will be designed and developed based on the identified cultural topics and language skills, and the principles of effective games-based learning - Pilot testing: The games based CLIL lessons will be piloted with a sample of 10th graders to gather feedback on the effectiveness of the lessons in promoting cultural knowledge and language learning outcomes - Data collection: Data will be collected using qualitative and quantitative research methods such as observation, interviews, surveys, and pre- and post-tests to evaluate the effectiveness of the games based CLIL approach compared to traditional classroom teaching methods - Data analysis: The data collected will be analyzed using appropriate statistical and qualitative analysis methods to determine the effectiveness of the games based CLIL approach in promoting cultural knowledge and language learning outcomes - Results and discussion: The results of the study will be presented and discussed, and recommendations will be provided for the implementation of the games based CLIL approach to promote cultural knowledge and language learning outcomes among 10th graders 1.5 Structure of the research The structure of the research designing Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders includes the following sections: - Introduction: This section will provide an overview of the research problem, research questions, and research objectives It will also introduce the CLIL approach, games-based learning, and the significance of promoting cultural knowledge and language learning outcomes among 10th graders - Literature review: This section will review the existing literature on the CLIL approach, games-based learning, and cultural knowledge and language learning outcomes It will identify best practices and effective strategies for designing CLIL lessons in the form of games to promote cultural knowledge and language learning outcomes among 10th graders - Methodology: This section will describe the research design, research methods, and data collection and analysis procedures used in the study It will also explain how the games based CLIL lessons were designed and developed and how they were piloted and evaluated - Results: This section will present the results of the study, including the feedback from the pilot testing, the data collected using qualitative and quantitative research methods, and the analysis of the data - Discussion: This section will discuss the implications of the findings for promoting cultural knowledge and language learning outcomes among 10th graders It will also identify the strengths and limitations of the games based CLIL approach and provide recommendations for future research and implementation - Conclusion: This section will summarize the main findings of the study and highlight the importance of the games based CLIL approach in promoting cultural knowledge and language learning outcomes among 10th graders - References: This section will list all the references cited in the study - Appendices: This section may include additional materials such as the lesson plans, survey questionnaires, and interview guides used in the study PART II CONTENT OF THE RESEARCH 2.1 The theoretical basis The research on designing Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders is based on several theoretical foundations These include the Content and Language Integrated Learning (CLIL) approach and games-based learning theory The CLIL approach is a method of teaching that integrates language learning with subject content, such as culture, history, or science It is based on the theory that language learning is more effective when it is contextualized and integrated with meaningful content The CLIL approach has gained popularity in recent years as it not only improves students' language proficiency but also their subject knowledge and cultural understanding By integrating cultural content into language learning, students become more engaged and motivated in the learning process, leading to better learning outcomes Games-based learning is another theoretical foundation of this research The use of games in education is based on the theory that games are engaging, interactive, and can facilitate learning Games create a sense of challenge and competition, encouraging students to participate and learn They can also be used to teach complex or abstract concepts in a fun and memorable way, making learning more effective Games-based learning is particularly effective for promoting cultural knowledge as it allows students to immerse themselves in cultural scenarios and learn through experience By combining the CLIL approach and games-based learning, this research aims to design Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders The lessons will be designed to incorporate cultural content into language learning and will be delivered through games-based activities The integration of cultural content and games-based learning is expected to enhance students' cultural knowledge, language proficiency, and overall learning outcomes The theoretical basis of this research highlights the importance of contextualized and integrated learning, and the role of games-based learning in promoting effective learning By integrating cultural content into language learning and delivering it through games-based activities, this research aims to provide an engaging and effective approach to promote cultural knowledge and language learning outcomes among 10th graders In conclusion, the theoretical basis of the research designing Culture/CLIL lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders is based on the CLIL approach and games-based learning theory The integration of cultural content into language learning and delivery through games-based activities is expected to enhance students' cultural knowledge, language proficiency, and overall learning outcomes This research has significant implications for promoting cultural understanding and language learning in the classroom 2.1.1 Definition of culture Culture can be defined as a set of shared beliefs, values, customs, behaviors, and artifacts that characterize a group or society It encompasses everything from language, religion, and social norms to art, music, and cuisine Culture is learned, transmitted from generation to generation, and shapes the way individuals perceive and interact with the world around them It can vary widely between different groups and is constantly evolving Culture can be a source of identity and pride for individuals, but it can also create barriers and misunderstandings between different groups Understanding and respecting different cultures is crucial for promoting mutual respect, communication, and cooperation in an increasingly diverse and interconnected world 2.1.2 The role of game organization in English teaching Games play a crucial role in English language teaching by providing a fun and engaging way for learners to practice language skills and build confidence Games can be used to teach a variety of language skills, including vocabulary, grammar, speaking, listening, and reading They offer a break from traditional classroom activities, promote active learning, and provide opportunities for learners to collaborate and communicate with each other One of the main benefits of games in English teaching is that they create a positive learning environment Games are inherently motivating and can help to reduce the anxiety and stress that learners may feel when faced with challenging language tasks Games can also help to build learners' self-esteem and confidence by providing opportunities for success and recognition The survey was distributed to 90 students in class 10A, 10T1 to analyze their level of interest in CLIL The question asked was "How interested are you in learning CLIL?" with three options for answers: "Interested a lot," "interested," and "not interested." Out of the 90 students, 45 responded that they were "interested a lot," which accounts for 50% of the surveyed students 42 students responded that they were "interested," accounting for 46.7% of the surveyed students Only students responded that they were "not interested," which accounts for 3.3% of the surveyed students Overall, most of the surveyed students showed a high level of interest in learning CLIL, with 96.7% of the students responding that they were either "interested a lot" or "interested." Only a small minority of 3.3% of the students responded that they were "not interested" in CLIL These results suggest that implementing CLIL in the classroom could be a successful approach to engage and motivate students in their language learning Here are the results of the post test of students’ English level after the study Class Class size Excellent SL % Good SL Bellow average Average % SL % SL % 10A 45 15 33.3 25 55.6 11.1 0 10T1 45 12 26.7 26 57.8 15.5 0 The post-test was conducted after the completion of the study on students' English language level The class size was 45, and the students were divided into four categories based on their performance in the test: Excellent, Good, Average, and Below average Out of the 45 students of class 10 A, 15 students performed excellently, which is 33 % of the class 25 students performed well, which is 55,6% of the class students had an average performance, which is also 11,1% of the class None of the students fell under the category of below-average performance The post-test results show that the majority of students performed well or above average, with 88,9% of the students falling into the categories of excellent and good performance This suggests that the study on CLIL had a positive impact on students' English language skills However, it is also important to note that 11,1% of the 29 students had an average performance, which may indicate that there is still room for improvement in the teaching and learning process A survey of the necessity and effectiveness of the solution 2.5.1 Purpose of the survey I conducted a survey in order to evaluate the necessity and feasibility of the solution: design culture/CLIL lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders 2.5.2 The content and method of the survey 2.5.2.1 The content of the survey There are two main points of the survey: Point 1: whether the solution applied are really necessary for the teaching of English in general and the teaching of English 10 global success in particular Point 2: whether the solution applied are feasible for the teaching of English in general and the teaching of English 10 global success in particular 2.5.2.2 The method of the survey and the criteria of evaluation The method I used in my survey is a questionaire sent via google form link https://forms.gle/EwxxqY9Q6MFA2K4E6 with the criteria “ unnecessary”, “less necessary”, “necessary” and “ very necessary” 2.5.3 The subjects of the survey TT Subjects Total The teachers who are teaching English 10 global success (school year 2022-2023) in some high schools in Nghi Loc district 20 Students in two classes are chosen the experimental groups 90  110 2.5.4 The survey result of the necessity and effectiveness of the solution applied 2.5.4.1 The necessity of the solution applied - The teachers evaluate the necessity of the solution applied 30 - Students evaluate the necessity of the solution applied Evaluation of the necessity of the solution applied Statistics TT Solution _ X Solution: design culture/clil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders 3.9 level 31 From the statistics above it can be concluded that the solution: “design culture/clil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders” is really necessary 2.5.4.2 The effectiveness of the solution applied - Teachers evaluate the effectiveness of the solution applied - Students evaluate the feasibility of the solution applied 32 Evaluation of the feasibility of the solution Statistic TT Solution _ X Solution: design culture/clil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders 3.9 Level From the statistics above, it can be concluded that the solution applied:”design culture/CLIL lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10th graders” is really feasible 33 PART III CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion In conclusion, the research "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games to Stimulate and Promote Cultural Knowledge for 10th Grader" has shown that integrating culture and CLIL (Content and Language Integrated Learning) into English language teaching can be highly effective in promoting cultural knowledge among students The research has identified that using games as a means to teach cultural knowledge is an innovative and engaging approach that can help students to retain information better The games designed in the research, such as the crossword puzzle and the cultural trivia game, were found to be effective in promoting cultural knowledge and stimulating student interest The games provided opportunities for students to actively engage with cultural content and develop their critical thinking skills The research has also emphasized the importance of incorporating local culture into English language teaching This can help students to appreciate their own cultural heritage, as well as the culture of other countries By promoting cultural awareness and respect, students can develop a more global perspective and become better global citizens In summary, the research has shown that incorporating culture and CLIL into English language teaching through games can be highly effective in promoting cultural knowledge among students The research provides valuable insights and practical recommendations for English language teachers who wish to enhance their teaching methods and promote cultural awareness among their students 3.2 Recommendations The research study "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games to Stimulate and Promote Cultural Knowledge for 10th Grader" presents several recommendations for educators who wish to 34 incorporate culture and content-based instruction into their English language teaching One of the key recommendations is for educators to develop their own cultural games or activities that are specific to their local context This can be done by collaborating with other teachers, local cultural experts, or community members who can provide insights into the cultural practices and beliefs of the target language community By designing culturally relevant activities, educators can help students develop a deeper understanding of the target culture while also improving their language skills Another recommendation is to incorporate authentic materials such as videos, articles, and interviews into the classroom These materials can provide students with an opportunity to explore the culture in a more immersive way and can also help them develop their critical thinking skills Additionally, educators can use these materials to develop project-based learning activities that challenge students to apply their language skills in a more authentic way The study also recommends that educators use technology to support their teaching This can include using online resources, digital games, and multimedia tools to supplement traditional teaching methods By incorporating technology into the classroom, educators can create a more engaging and interactive learning experience that appeals to students' interests and learning styles Finally, the study emphasizes the importance of ongoing professional development for educators By participating in professional development opportunities, educators can stay up to date on the latest trends and best practices in language teaching and cultural instruction This can include attending conferences, workshops, and training sessions, as well as collaborating with other educators and sharing resources and ideas In conclusion, the research study "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games to Stimulate and Promote Cultural Knowledge for 10th Grader" provides several valuable recommendations for educators who wish to incorporate culture and content-based instruction into their 35 English language teaching By developing culturally relevant activities, incorporating authentic materials, using technology, and participating in ongoing professional development, educators can help their students develop a deeper understanding of the target culture while also improving their language skills 36 IV REFERENCES Coyle, D., Hood, P., & Marsh, D (2010) Content and language integrated learning Cambridge University Press Dalton-Puffer, C (2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204 McCarthy, J (1998) Games for language learning Cambridge University Press Prensky, M (2001) Digital game-based learning McGraw-Hill Education Thomas, M (2010) Learning with digital games: A practical guide to engaging students in higher education Routledge 10 English textbook, global success V APPENDIX PRE-TEST A PHONETICS I Choose the word whose underlined part is pronounced differently from that of the others A Tamil B Islam C Reaction D gather A official B mosque C optional D tropical A collection B necessary C explanation D reputation A casual B occasion C impression D usually C publish D campus A compulsory B adult II Choose the word whose stress pattern is different from that of the others A deny B remote C income D unique A nature B subject C scenery D tuition A admire B Internet C Violent D website A government B linguistics C territory D journalism A mausoleum B vegetarian C intermediate D informative B VOCABULARY AND GRAMMAR I Choose the best answer from the four options marked A, B, C or D to complete each sentence below If Hoa rich, she would travel around the world A is B was C were D been Ba a new bicycle recently A bought B buying C buy D has bought Nam speaks Chinese but also speaks Japanese A not only B so C only D can It is raining very hard, we can't go camping A so B so that C more over D however Mrs Hoa sings very well are Nam's mother A which B whom C who D where Hung enjoys fishing and boating A to go B go C going D went C yesterday D time We must finish our project A on time B in time a kind of everlasting energy, solar energy may be the solution to our crisis A Because B Since C As D With Students universities may have many difficulties in finding good study methods A enter B entering C that enter D who enter C Feeling D Having 10 tired, I went to bed early A To feel B Felt 11 Either John or his brothers the money A has stolen B have stolen C has been stolen D have been stolen 12 My dog as well as my cats twice a day A eat B eats C has eaten D have eaten C will you D don't you 13 Do it right now, ? A you B aren't you 14 The teacher advised the children and see the dentist regularly A went B going C go D to go 15 I wish you to the theater last night, but you didn't A would come B had come C was coming D came II Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English My father prefers watching films at home than going to the cinema A B C D Women nowadays have more free to participate in social activities A B C D She had the gardener to plant some trees A B C D The church where we are going to visit isn't far from here A B C D Come up to my place and we will discuss it A B C D POST TEST A PHONETICS I Choose the word whose underlined part is pronounced differently from the others in each group A returned B cursed C started D learned A construction B physical C industry D satisfy A recent B receive C faucet D efficient A eruption B tradition C suggestion D addition A beard B search C pearl D heard II Choose the word whose main stress is placed differently from the others in each group A communicate B effectively C efficiency D innovation A occasional B industrial C information D variety A plentiful B adequate C relative D excellent A distinguish B compliment C slavery D natural A compost B migrant C typhoon D electric B VOCABULARY AND GRAMMAR I Choose the best answer from the four options marked A, B, C or D to complete each sentence below You have never been to England, you? A haven't B have C never D ever Many students go there on weekends to have a rest after a week A working hard B hardly C hard working Ba dropped his watch when he was the bus D worked A turning off B getting off C taking off D going off Mary's eyes are weak , she has to wear glasses A But B.However C And D Therefore Scientists are looking for an way to reduce energy consumption A effective B affection C effect D effectively to have a lunch at 12 o’clock every day? A Did she used B Was she used C Is she used D Did she use The lion-tamer and his lion we saw on the stage came from Moscow A who B which C that D whom Energy-saving bulbs should be used electricity A to save B saving C save D to saving Analysts suggested the country its infrastructure to get foreign investment A improve B to improve C improves D improving 10 The report showed the U.S trade deficit in February A shrink B shrunk C shrunken D shrinking 11 The controversial film was nominated eight Academy Awards A of B about C with D for 12 Union members the privatization of the country's airports A replied B annoyed C protested D identified 13 The advertising executive resigned over his inappropriate made at a conference A dress B acting C welcome D remarks 14 Thieves made over twenty thousand pounds A off with B off C up D up with 15 The children to the zoo A were enjoyed taken B were enjoyed taking C enjoyed being taken D enjoyed taking II Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English It took me so many times to learn that lesson three months ago A B C D My father has retired for three years, and he is now living on his pension A B C D Mrs Brown's children are used to be picked up after school everyday A B C D My father asked us not to spend too much time play computer games A B C D They played so good game of tennis last night that they surprised their audience A B C D