Áp dụng một vài kĩ thuật dạy học tích cực trong chuyên đề kiến thức bổ trợ cho Unit 2: Your body and you sách Tiếng Anh 10

SỞ GIÁO DỤC VÀ ĐÀO TẠO VĨNH PHÚC TRƯỜNG THPT CHUYÊN VĨNH PHÚC BÁO CÁO CHUYÊN ĐỀ THE APPLICATION OF SOME ACTIVE TEACHING TECHNIQUES IN TEACHING SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU IN ENGLISH 10 TEXTBOOK Áp dụng vài kĩ thuật dạy học tích cực chuyên đề kiến thức bổ trợ cho Unit 2: Your body and you- sách Tiếng Anh 10 Tác giả : HOÀNG THỊ NGỌC LAN Chức vụ : Giáo viên Tổ : Ngoại ngữ Bộ môn : Tiếng Anh Vĩnh Phúc, tháng 12 năm 2018 Table of Contents CHAPTER – INTRODUCTION Rationale Aims of the study Research questions 4 Scope of the study Significance of the study Methodology of the study Structure of the study …… CHAPTER LITERATURE REVIEW Active learning .6 Active learning techniques 2.1 Definition 2.2 Classification 2.2.1 “Brainstorming” technique .8 2.2.2 “Mind map” technique 10 2.2.3 “Think- Pair- Share” technique 11 2.2.4 “Art gallery” technique 12 2.2.5 "Asking experts" technique 13 2.2.6 "In other words" technique 13 Supplementary materials for textbook 13 3.1 Definition of textbook 13 3.2 Definition of supplementary materials .14 3.3 Material design 14 Development of the supplementary materials for Unit 2: Your body and you 15 CHAPTER RESEARCH METHODOLOGY .18 Research design and setting 18 Research participants 18 Instruments 18 3.1 Interviews 19 3.2 Class observation 19 Data collection 20 Data analysis 20 CHAPTER DATA ANALYSIS AND FINDINGS 21 Discussion of the data from interviews 21 Discussion of class observation data 22 CHAPTER CONCLUSION 24 Summary of the study 24 Conclusions 25 Recommendations for further studies 25 REFERENCES 27 APPENDICES 29 Appendix INTERVIEW QUESTIONS (For teachers) 29 Appendix 2: CLASS OBSERVATIONS SHEET 31 Appendix 3:SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU 33 Appendix 4: LESSON PLAN 58 CHAPTER – INTRODUCTION Rationale Educators and scholars have increasingly recognized the prominence of innovation in teaching methodology and education developers have paid more and more attention to advancing learners’ competence with the aim of meeting the demand of new era At Vinh Phuc gifted high school, where I have been working as an English teacher, students have been learning the set of piloted textbooks English 10, 11, 12 published by the Minister of Education and Training From my personal observation and professional experience, I have realized that my students’ ability is beyond the textbook’s level Consequently, there should be supplementary materials especially designed based on the topic of the English text book which are more suitable for the need and proficiency of my students Instead of teaching in periods, the knowledge may be grouped into themes and the learning activities are organized according to active teaching method in order to promote students’ virtue and capacity Realizing the fact, I determined to conduct the study titled “The application of some active teaching techniques in teaching supplementary materials for Unit 2: Your body and you in English 10 textbook” Hopefully, this study will partly contribute to measuring the applicability of active teaching techniques in specific situation as well as improving the quality of teaching and assessment with the orientation of developing students’ competence Also, I desire to promote the quality of teaching and learning English at my school in particular and other schools in general by encouraging teachers to actively choose the knowledge to form specialized topics which are appropriate for active learning activities Aims of the study With the above-presented rationale, the specific aims of the study, accordingly, are: - to develop the active learning supplementary materials for Unit2piloted English 10 textbook - to investigate the effectiveness of the active learning supplementary materials in developing students’ competence Research questions In order to achieve the mentioned aims, the following questions have been proposed:  How can the active learning supplementary materials for piloted English 10 textbook be developed?  What are the teachers and students’ attitude towards active learning supplementary materials for piloted English 10 textbook? Scope of the study As it has been stated above, the study is designed to improve the quality of teaching and assessment with the orientation of developing students’ competence in order to support teachers to actively choose the knowledge to form specialized topics which are fit for active learning activities The study focuses itself on vocabulary, reading, speaking, listening and writing activities relating to the content of Unit 2: Your body and you in the piloted English 10 textbook As this is only a small-sized scale study, a number of issues, though intriguing, would be beyond the scope of inquiry and would be best dealt with in a further study Significance of the study The study highlights the effectiveness of specialized topics in developing students’ ability and the applicability of active teaching techniques This research is expected to be beneficial to both English teacher and students at Vinh Phuc gifted high school in particular and those at other high schools in general where the piloted English 10 textbook has been applied Methodology of the study To achieve the aims stated, a survey research was conducted at Vinh Phuc gifted high school In so doing, the method including survey interviews with English teachers at the school and class observation sheets were employed during the process of data collection Structure of the study The study consists of five main parts, a list of reference and appendices  Chapter 1: Introduction: Providing the reason for the research, the aims, research question, scope, significance, methodology and structure of the study  Chapter 2: Literature review: Providing the theoretical background for the study  Chapter 3: Research Methodology: Describing research design and setting, research participants, instruments, data collection and data analysis method  Chapter 4: Data analysis and findings: Presenting, analyzing and drawing out the findings from the data collected basing on two research questions  Chapter 5: Conclusion: Summarizing the main points presented in the study, presenting conclusions of the study, pedagogical recommendations relating to the research topic and suggestions for further studies on the topic Following this chapter are the References and Appendices CHAPTER LITERATURE REVIEW The literature relevant to the current study is presented in four major categories: active learning, active teaching techniques, supplementary materials for textbook and development of the supplementary materials Active learning Active learning, which is student-focused, aims at engaging students in the lesson Course materials are designed with the teacher in the role of facilitator; rather than simply listening passively to lectures and taking notes Students have the opportunity to talk, listen, write, read and engage with others regarding the content, ideas, issues and key points of the subject which is the course of study (McKeachie, 1998; Meyers and Jones, 1993) In active learning, apart from listening to a lecture and taking notes, students are provided opportunities to meaningfully talk and listen, write, read and reflect on the content, ideas, issues and concern of an academic subject (McKeachie, 1998; Meyers and Jones, 1993: 6) to help them learn and apply course materials Instead of simply receiving information verbally and visually, students are receiving, participating or doing and reflecting (Fink, 1999) Students may be involved in talking, listening to one another, writing, reading and reflecting both collaboratively and individually (Stearns, 1994) Since active learning also seeks to tie in students’ own life experiences; an excellent way of linking to prior learning, which in turn helps to increase long-term retention of the materials (Bransford, 1979), it is also very effective at developing higher-order thinking skills like analysis, synthesis and evaluation By developing students’ critical thinking skills in this way, it enables students to apply the information they are learning in new settings (Meyers & Jones, 1993) Ultimately, it can even inspire and motivate students to become self-directed, life-long learners (Bonwell & Eison, 1991) Therefore, based on the aforementioned ideas of active learning, the theoretical framework of active learning, which will be used to create each activity in this paper consists of three main stages: getting information and ideas, experiencing by doing and/or observing and reflecting Each of which can be done via individual work and/or group work Active teaching techniques 2.1 Definition Teaching techniques are the actions and solutions of teachers and students in specific situations aimed at processing and controlling teaching procedure Teaching techniques are the smallest units of teaching methodology There are common teaching techniques as well as particular ones which are typical for each teaching method such as the technique of “raising questions in conversation” There has been a recent trend to pay attention to developing and using the techniques that encourage learners’ activeness and creativity Such techniques has important meaning in promoting students’ active engagement in the lessons and stimulating mentality, creativity and cooperation of students 2.2 Classification The active teaching techniques can be favorably applied in group work However, they can also be combined in teaching the whole class Those techniques can be classified as followed: ACTIVE TEACHING TECHNIQUES Brainstorming technique 16 Group division technique Brain-writing technique 17 Task- giving technique XYZ technique 18 Question- raising technique “Fish tank” technique 19 “Art gallery” technique “Ball-bearing” technique 20 Stages technique “Debate: For or against” 21 “One- minute- presentation” technique Feedback technique during teaching 22 “We know 3” technique procedure 23 “Ask and answer” technique “Flash of lighting” technique 24 “Asking experts” technique “3 multiplied with 3” technique 25 “Task completion” technique 10 Mind-mapping technique 26 “Active writing” technique 11 “Table cloth”technique 27 Cooperative reading technique 12 “Jigsaw” technique 28 “In other words” technique 13 KWL - KWLH technique 29 "Video analysis” technique 14 Think-Pair-Share technique 30 “Materials summary in groups” 15 Kipling (5W1H) technique technique In teaching the supplementary materials named “Food and health” for Unit 2: Your body and you, it would be ambitious to cover all techniques Therefore, in this part, only the applicable techniques for my specific teaching setting are explained in details 2.2.1 “Brainstorming” technique  Definition - “Brainstorm” is a technique which aims to encourage and inspire all members in group in a positive way to contribute more interesting and unique ideas about a certain topic with no limitation and ultimately results in creation of “Storm of Ideas” -The technique is founded and enhanced by Alex Osborn, based on a traditional technique from India  Principle - No assessment and comment while collecting the ideas from groups - Give connection among the mentioned ideas - Encourage the quantity of ideas - Imagination is fully allowed  Processing stage: - Coordinator (Teacher) introduces the topic and explains if necessary - The members show their ideas without assessment to get as many ideas as possible consecutively - Stop giving idea  Classification There are two different forms based on the “brainstorming” technique: Writing brainstorming Private brainstorming - Each member will present the - Each member will write their ideas without speaking but writing ideas and ways to solve the issue in a paper on a certain topic without publicizing it diaphragm 10 bladder Activity infectious diseases stroke HIV / AIDS arthritis cancer Alzheimer’s disease malaria heart disease Activity consultant paediatrician optician psychiatrist surgeon physiotherapist chiropodist osteopath cardiologist Activity holistic chemotherapy conventional medicine diet vitamins exercise herbs pills radiotherapy 10 injections Audio scripts: (Track 43) In Chinese medicine, a more holistic view of the patient is taken Whereas conventional medicine in the West primarily treats the symptoms, or signs, of a disease, the Chinese approach is to consider the whole person In the treatment of cancer, for example, Fu Zhen therapy uses special vitamins and herbs alongside modern radiotherapy to 50 strengthen the body’s ability to fight the disease These herbs can help to counter the negative effects of chemicals used in chemotherapy and can also help them to work more efficiently The Chinese believe that good diet and exercise are of greater benefit to health than pills or injections, and many westerners are now using Chinese medicine in conjunction with modern techniques Activity clinic ward waiting room surgery A&E outpatients hospice theatre Audio scripts: (Track 44) When I need advice about my children’s health, I go to the clinic in the high street Maria cut her hand very badly, so we had to take her to A&E at the big hospital in the city' After the operation, they put him in a bed in the recovery ward There is no need for you to stay in hospital any longer Just come to the outpatients department in two weeks’ time, and we’ll give you a check-up A lot of people have colds at the moment, so the doctor’s waiting room is very full I’m afraid he’s really very ill, and they don’t think he’s going to get better, so they’ve found him a peaceful room in the hospice The doctor’s surgery is open from 8.30 until 3.00 in the afternoon The operation will take place in the theatre on the second floor 51 SECTION 2: READING Answers: FALSE- Words and actions are officially laid down, learned by the staff learned by the staff from the handbooks and teaching sessions TRUE- Fast-food chains only responded by putting salad on the menu when there was pressure in various countries from doctors and healthy ministers NOT GIVEN- (The text says that salad is on the menu, it doesn’t say anything about its popularity.) NOT GIVEN- They want to be ordinary and to be thought of as almost inseparable from the idea of everyday food consumed outside the home They are happy to allow their customers time off for holidays Thanksgiving, Christmas and so on - for which they not cater (There is no mention of people being too busy to cook.) TRUE- The chains even have very bright lightning to make sure that ‘undesirable’ people don’t want to come in FALSE- Supplying a hamburger that is perfect in terms of shape, weight, temperature, together with selections from a pre-set list of extras, to a customer who knows what to expect, is a difficult thing to NOT GIVEN- The technology involved has meant spending huge sums on research (There is no mention of money that needs to be spent in the future.) 52 SECTION 3: SPEAKING Task (Students’ own ideas) Task Teachers’ suggesting questions: Fast food should have health warnings like cigarettes - Who decides what is written on the health warnings? - What should be written on the health warnings? - How can be health warnings work? - When should they be introduced- immediately or in stages? - Where should the health warnings be placed? - Why are they necessary? Fast food companies should not be allowed to target children in their advertising - Who is worried about fast food companies advertising to children? - What kind of advertising might be acceptable? - Why should fast food companies be able to freely advertise? - When should fast food companies not advertise on TV? - How should advertising be controlled? 53 SECTION 4: LISTENING Task 1: Key: 5000 Tuesday 550 million first/ 1st 103 ads/ adverts/ advertisements clothes 8/eight March 1994 10 45 minutes Recording script Today on the food programme, I’m going to be telling you about two interesting websites which give you information about two very important food- rice and noodles First of all, let’s look at the Pagewise website This site will tell you all about the history of rice, about the rice harvest, the different types of rice, how to cook it and what else can you with it For example, did you know that rice belongs to the grass family and was first grown about 5,000 years ago in India? It was introduced into Europe about 700 years ago and arrived in the USA in 1726 Nowadays, more than 550 million tonnes is produced around the world each year, 92% of that being produced in Asia Rice is the staple food for the majority of the world’s population- that is, far more meals are based on rice than on anything else It is naturally fat- and sodium- free, and one serving has only103 calories, so it’s very good for you Interestingly, although rice isn’t as rich in vitamin C as the potato, for example, it is less fattening Now, I always find rice difficult to cook, but the best way, apparently, is to keep the lid on the pan when you boil it- this will keep the steam in and produce perfect rice every time One interesting thing to note is that European and American rice, which is grown in dry field, absorbs a lot more water than in Asian rice, which is grown in flooded fields Now, other things you can with rice besides 54 eat it: you can make drinks from it, glue to stick paper together with and also you can make clothes from it! Moving on now to the Japanese Food Page There you can find out about the history of the noodles at the Yokohama Noodle Museum site Noodles can be made from rice or wheat and are the fast food of Japan There are more noodle shops in Japan than in any other kind of restaurant According to this website, noodles make one of the quickest and least expensive meals- much quicker than a rice dish, for example The museum, which opened in March 1994, sounds like it’s well worth a visit if you go to Japan It is more than just an ordinary museumit’s part theme park and part restaurant And it stays open later than most museums- from 11.00 a.m to 11.00 p.m., with the last admission being 10.00 p.m The museum is open every day except for Tuesday, with Sunday being the busiest day and Thursday being the least busy The first floor of the museum has a souvenir shop, and you can buy noodle- related objects online as well It sells bowls for eating noodles out of, equipment for making noodles- even curtain with pictures of noodles on them! There are empty noodle packets on the walls for decoration, and overhead TV show adverts for noodles from the past 25 years You can see a display showing how noodle are made and also one giving the history of the noodle On two underground levels, there is a historical theme park with shops, houses ans restaurants from the year 1958 There are also eight different noodle shops serving ten different types of noodle If you want to go, you can get there by train The museum is only a three- minute walk from JR Shin- Yokohama railway station Shin- Yokohama is about 45 minutes from Tokyo On the programme next week, we’ll be … 55 Task 2: Key: windpipe oxygen nutrients remove waste (kind of) bag Recording script Good morning, ladies and gentlemen Welcome to medical school First, let us remind ourselves of the reason we are all here- the human body The human body survives on air, food and water These are processed by several organs, which are all located in the main, central part of the body, which is known as the torso Today we’ve only got a plastic model of the human torso You’ll have to wait a while before we let you get your hands on the real thing! OK, let’s look how this thing works Air enters the body through the mouth and nose and is carried to the lungs through the trachea, commonly known as the windpipe The lungs- and there are two of them, one on the left, one on the right- take oxygen from the air and put it into the blood This oxygen- carrying blood is then pumped around the body by the heart, via a series of tubes known as arteries and veins Please note the location of the heart It is in the center of the chest, not on the left as we often imagine! Now, in the lower part of the torso, the abdomen, we find a series of long tubes These are your intestines, and again you have two of them: a small intestine and a large intestine The job of the intestine is to absorb nutrients from food you have eaten earlier and collect waste material before it is excreted It usually takes food about 24 hours to pass through the intestine Above the intestine is the liver The liver is a large organ and has the important job of separating toxic from useful substances The kidneys remove waste and pass it into the urine The kidneys are located behind the intestine- and I think you can just see them at the back of either side 56 there Down at the bottom here, we have the bladder, a kind of bag where urine is collected The bladder is emptied of urine when we urinate OK Any questions so far? SECTION 5: WRITING Task 1: Answer: a Task 2: Answers C First of all A then F Next G E B After D Finally 57 Appendix 4: LESSON PLAN Date of preparation: Date of teaching: Period 1: SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU TOPIC: FOOD AND HEALTH A Aims and requirements By the end of this lesson, students can: - Use lexical items related to the topic Food and health - Read for specific information about the benefits drawbacks of fast food - Exchange opinions about fast food and healthy diet - Listen to information about two websites about food and the model of human torso and fill in the notes - Write about the human digestive process B.Teaching method: Communicative approach C Teaching aids - Projector, laptop, speakers, board, chalks, A0 paper, crayons, pictures, notebook and handouts D Procedure 58 SECTION 1: VOCABULARY- FOOD I Class organization Check attendance, arrange class setting such as position of desks and chairs for group discussion, turn on laptop, speaker and projector, stick pictures on the walls around the class II Checking the old lesson (2 minutes) - Ask students “What have you learned in Unit 2- Your body and you?” III New Lesson Teacher’s activities Students’ activities Aim: To review the topic of the Unit 2: Your body and you, introduce vocabulary about the topic “Food” which relates to the knowledge in the unit Lead-in: Brainstorming and mind-mapping technique (8 minutes) - Divide class into groups, give each group a A0 paper - T asks students to work in groups and - Work in groups brainstorm as many words as possible - Brainstorm topic relating to topic relating to the topic “Food” “Food” - Ask them to demonstrate their ideas in - Create a mind map on a A0 paper to forms of a mind map demonstrate the ideas - Ask members of each group to go to - Go to the board to present words in 59 the board and present their words the mind map - Count the numbers of correct words in each group and decide which group is the winner New lesson Pre- teach vocabulary (8 minutes) - Introduce Vocabulary reference on the slide - Look at the Vocabulary reference - Play the listening recording and ask - Listen to the listening recording and students to listen and repeat speak aloud the words - Explain the meaning of new words, - Listen and take note the meanings of ask students to take note words Activity 1: Art gallery technique (6 minutes) - Stick 16 pictures expressing 16 words from Vocabulary reference around the class like an art gallery bake Italian cuisine beverage junk food boil refectory fast-food outlet roast fast food side dish 60 fry steam grill vegan homemade vegetarian - Divide class into groups, deliver - Work in groups each groups a set of cards of different colors, each of which contains word corresponding to each picture - Ask students to discuss within their - Discuss and go round to stick as fast group and then stand up and go around as possible the class to stick the cards next to the corresponding picture - Ask the whole class to check if the words are placed correctly and speak - Look at the words ans speak out aloud the right words Activity 2: Think- Pair- Share techniques (9 minutes) - Ask students to look at the handout and listen to a talk about where to eat on - Look at the handout campus then complete the notes using words from Vocabulary reference - Give students 30 seconds to look through the questions and guess what information should be filled in the blank - Read the instruction and guess what kinds of information should be filled in the blanks (noun/ verb/ adjective/ name/ place/ number …) 61 - Play the listening recording twice - Listen carefully to the recording - Ask students to work in pairs to share - Compare the answers with a partner their answer with a partner and discuss the most suitable one - Call one student to write his answer on - Go to the board to display the final the board answer - Check the answer with the whole class - Listen to teacher and write down the correct answer Key: British restaurant café starter snacks 10 a main course beverages 11 side dish outlet 12 dessert homemade 13 vegetarian junk 62 14 vegan Activity 3: “Asking experts” technique ( minutes) - Invite volunteers or assign some students if no one raises his hand to - Volunteer to go to the board to be an form a group of nutrition experts expert in nutrition - Divide the rest of the class into groups - Sit in groups - The expert group is given handouts - Quickly read the handouts to find out containing a reading passage about food the necessary information groups They read the passage to gain specialized knowledge about their major - The other four groups are given the - Discuss in groups to find the answer handouts containing questions only to the question They discuss in groups to match the nutrition with the functions - After minutes discussing, an "expert" group leader (or teacher) will conduct - Raise questions to ask nutrition experts and discuss with the whole class the counseling session, invite students in Key: 1C F 3D A B E the class to ask questions and then invite the "expert" to answer IV Consolidation (3 minutes) - Summarize the main points “Today we have studied the supplementary materials for Unit 2: Your body and you which focuses on the vocabulary about food After the lesson, you know words referring to places to eat, types of food and drink, ways of cooking, different kinds of nutrition and their functions 63 - Check how many words in the lesson the students have remembered by “Charades” application ( “In other word” technique) Students in the class have to use other ways to help their friend guess as many words as possible V Homework (1 minutes) - Ask students to learn by heart new words in the handout - Ask student to design a healthy diet based on the knowledge from the lesson Notes after teaching: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… 64 ... materials for Unit 2: Your body and you in the piloted English 10 textbook The supplementary materials have been designed based on the theme of Unit 2: Your body and you in the piloted English 10 textbook,... upper-secondary schools The course contents are aimed at intermediate EFL learners The selected unit and their corresponding sections are presented in Table 15 Table 1: Unit 2- Your body and you and corresponding... content of Unit 2: Your body and you of the main coursebook? Do you find the activities / tasks in the supplements varied? Do you enjoy the activities / tasks in the supplements? How much you think