(Skkn mới nhất) 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”

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NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
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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”

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Subject: English
Group: Foreign languages – Literature

Vinh, 2023


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NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

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LE VIET THUAT HIGH SCHOOL

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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”

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Vo Thi Thuy Linh

Group: Foreign languages – Literature

Vinh, 2023

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Phone number: 0984359184

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Researcher:

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English

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Subject:


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TABLE OF CONTENTS

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CONTENTS

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PART I: INTRODUCTION

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1.1. Rationale

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1.2. Aims of the Study

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PART II: CONTENT

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2.1.1. Culture

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2.1. Theoretical Background

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2.1.1.1. Definition of Culture
2.1.1.2. The Role of Culture in Language Teaching

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2.1.2. The Attribute and Competence Framework for Students in the
General Education Curriculum

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2.1.2.1. Principles of Building the Attribute and Competence
Framework for Students
2.1.2.2. The Attribute of Responsibility

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2.1.3.2. Principles and Techniques for Adapting Textbooks

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2.1.3.1. What is Textbook Adaptation?

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2.1.3. Adapting Textbooks

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2.3. The Study

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2.3.1. Methodology

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2.3.1.1. Participants

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2.3.1.2. Instrumentation

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2.3.1.3. Data Collection Procedures

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2.3.2. Findings of the Study

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2.2.3. Situation of Teaching the Attribute of Responsibility at Le Viet
Thuat Upper Secondary School

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2.2.2. Situation of Teaching and Learning Culture/CLIL Lessons at Le
Viet Thuat Upper Secondary School

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2.2.1. An Overview of the Textbook “Tieng Anh 10”

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2.2. Practical Background

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2.3.3. Finding Solutions

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2.3.3.1. Sample Application 1

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2.3.3.2. Sample Application 2
2.3.3.3. Sample Application 3

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2.3.3.4. Sample Application 4

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2.4. Survey on Urgency and Feasibility of the Study

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2.4.1. Aims of the Survey

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2.4.2. Content and Data Collection Procedures

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2.4.3. Participants

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2.4.4.1. The Urgency of the Study

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2.4.4.2. The Feasibility of the Solutions

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PART III: CONCLUSION

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2.4.4. Findings of the Survey

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REFERENCES
APPENDICES

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3.2. Limitations
3.3. Recommendations

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3.1. A summary of the Development of the Study

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PART I: INTRODUCTION

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1.1. Rationale

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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.

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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.

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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.

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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 do not frequently appear in academic tests at school. What the students must
do 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”.

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1.2. Aims of the Study

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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”.

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PART II: CONTENT

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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.

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• 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 do to the community?)
2.1.2.2. The Attribute of Responsibility
The attribute of responsibility in the general education program is determined
through 4 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.

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Adapting textbook activities is not just something teachers should do 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

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2.1.3.1. What is Textbook Adaptation?

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2.1.3. Adapting Textbooks


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the ability to create a textbook that introduces and integrates skills in a lively,
enjoyable, and productive format.

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2.1.3.2. Principles and Techniques for Adapting Textbooks

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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:

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• Omission: the teacher leaves out things seemed inappropriate, offensive,
unproductive, etc., for the particular group.

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• Addition: where there seems to be inadequate coverage, teachers may
decide to add to textbooks, either in the form of texts or exercise material.

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• Reduction: where the teacher shortens an activity to give it less weight or
emphasis.

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• 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.)

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• 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.

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
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• Branching: teachers may decide to add options to the existing activity or to
suggest alternative pathways through the activities.

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• 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.

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• Replacement: text or exercise material which is considered inadequate, for
whatever reason, may be replaced by more suitable material. This is often culled
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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.

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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.

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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.

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2.2. Practical Background

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2.2.1. An Overview of the Textbook “Tieng Anh 10”

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Each unit in the textbook “Tieng Anh 10”, which refers to a particular
theme, is divided into 8 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.

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2.2.2. Situation of Teaching and Learning Culture/CLIL Lessons at Le Viet
Thuat Upper Secondary School

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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.

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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


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classes. However, since the General Education Program (GET) 2018 for grade
10 was implemented, most teachers of all subjects have paid more attention to
develop this attribute in students through their lessons. Despite this fact, some
teachers of English still focus much on providing knowledge for students so that
they can get good results from tests and exams in class. In other words,
students’ sense of responsibility has not been emphasized in English classes.

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2.3. The Study

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2.3.1. Methodology
2.3.1.1. Participants
The participants of the research consist of 179 students of 10th graders
from classes 10T, 10T1, 10A1 and 10D2 at Le Viet Thuat upper secondary
school. In this study, no students were identified by their names. All of the

informants have the same time of learning English; and they have already
completed the syllabus of English with the new series of English textbook from
grade 6 to grade 9 at lower secondary school.
2.3.1.2. Instrumentation
To get information to fulfill the aims of the study, two survey
questionnaires were designed and delivered to the student respondents.
The preliminary survey questionnaire includes two parts: Part 1 is some
personal information and Part 2 comprises 5 questions relating to the researched
issue. Questions in the preliminary survey are designed with a view to getting
students’ opinions on the role of the responsibility attribute in the daily life, the
importance of teaching sense of responsibility in all subjects as well as in
English at school. Besides, the last two questions are given to get students’
feedback on Culture/ CLIL lessons in the textbook and how these lessons help
them develop the sense of responsibility towards themselves, their families and
society. The questionnaire is written in a logical order so that they can gradually
lead the respondents into the theme of the study and stimulate the respondents to
the questions.
The second questionnaire for students in post -improvement stage
includes four questions in which students are asked about the effects of the
solutions on their studying Culture/ CLIL lessons and the development of
attributes and competences after the experimental period. From these responses,
the author can assess the effectiveness of the study.

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A survey through questionnaire was conducted among the participants
with a view to gathering students’ opinions on learning Culture/ CLIL lessons in
class before and after applying the adaptations. The preliminary questionnaire
was designed to get information on how students find Culture lessons in the
textbook and what they think about the role of sense of responsibility in life. The

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2.3.1.3. Data Collection Procedures


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other questionnaire was delivered after the adaptations had been applied to
receive students’ responses from which the author could assess the effectiveness
of the adaptation. The participants were asked to answer the questionnaires
honestly and frankly. All of these answers would be used as important data of
the study.

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2.3.2. Findings of the Study
Regarding the role of responsibility, all of the students strongly agree that
sense of responsibility plays a crucial part in their daily life. 100% of the
participants also strongly believe that it is necessary to teach sense of
responsibility in all subjects at school. Besides, more than half the respondents
(57,5%) strongly agree and agree that they can learn a lot about sense of
responsibility through English lessons in the textbook while about 30% are not
sure of whether they are useful to them or not by choosing “Neither agree nor

disagree”. Only 24 participants (13,4%) disagree with this statement.

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In terms of Culture/ CLIL lessons, most of the students (78,2%) strongly
agree and agree that these lessons in the textbook are somewhat like Reading
lessons, so they are not always interesting. Nevertheless, 160 participants
(89,4%) reveal that learning Culture/ CLIL lessons helps them develop a greater
sense of responsibility towards themselves, their family and society.

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Thus, it can be concluded from these findings that forming and
developing sense of responsibility in students through English subject in general
and Culture/ CLIL lessons in particular are necessary and effective. However,
because of their similarity to Reading tasks, some activities should be modified
so that they can attract more attention and interest from students; hereby
enhance students’ sense of responsibility and other attributes as well as
competences to meet the requirements of General Education Program 2018.

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From these findings, I would like to make some suggestions on changing
the requirements of some tasks in the Culture/ CLIL lessons to help students
realize and fulfil their potential as well as develop essential attributes and
competences.
After having students carry out the adapted activities as planned, the other
questionnaire was delivered to students to get their response to the effectiveness
of the application. Surprisingly, the results collected from the survey are
encouraging. 75,1% and 15,1% of the participants respectively strongly agree
and agree that they are motivated to study thanks to interesting adapted
activities. In addition, most of the students (about 88%) consent that they can
develop a greater sense of responsibility towards themselves, their family and
society. Another positive feedback is that 126 out 179 respondents (70, 4%)
admit that beside sense of responsibility, other attributes like patriotism, and

competences like problem solving, creativity, or language are also improved.


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Although 53,1% of the students do not agree that they feel more confident when
using English in class and in real-life situations after taking the adapted lessons,
the rest of the participants approve of this assertion. In brief, the adaptation of
certain tasks in the Culture lessons, to some extent, has been proved to be
effective in forming and developing students’ sense of responsibility and other
attributes and competences as well.

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2.3.3. Finding Solutions

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In this part, some of the Culture/ CLIL lessons from the textbook “Tieng
Anh 10” are selected to make modifications to their tasks. The author will make
some comments on the requirements of these tasks before introducing
suggestions to adapt them and describe the adaptation in detail. Sample teaching
plans for these Culture/ CLIL lessons will be provided after that. One common
thing of these changes is that along with the attribute of responsibility, the
adapted activities are carried out in groups so that students have opportunities to
develop such other skills as language, communication, collaboration, and
problem-solving. Therefore, the activities are modified in a way that are suitable
for teamwork and students’ proficiency.

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Unit 1: FAMILY LIFE

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2.3.3.1. Sample Application 1

Lesson 7: COMMUNICATION AND CULTURE/ CLIL

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a. Comments:

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If students follow the tasks in the lesson, they only make a comparison
between British and Vietnamese family values after reading the text. This is
somewhat like a reading activity rather than a lesson derived from teaching
culture to students.

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b. Suggestions:

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From the above comments, I would like to suggest some changes to the
requirements of task 2: Work in groups. Discuss whether Vietnamese people
have similar family values and what students can do to preserve them.

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c. Descriptions for adapted activity:

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- Time: 18 minutes

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- Possible outcomes:

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- Work arrangement: group work

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+ students make a list of Vietnamese family values

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+ students compare these values with those of Britain

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+ students suggest ways to preserve the values from their own experience in
their families and learn how to do it from their friends’ families.

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I. Objectives:
By the end of the lesson, students will be able to

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d. Sample teaching plan for Unit 1 – Culture:

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2. Skills:

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- understand family values in the UK in the 21st century

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- use lexical items related to the topic “Family values”

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1. Cognition:

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- scan a text for specific information about family values in the UK
- present a topic
3. Attitudes:
- willingly acquire and do the tasks
- actively, creatively and cooperatively participate in and fulfill assigned tasks
- build up and develop the sense of responsibility in preserving family values in
their families
4. Competences:
- communicative competence
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- self-control and independent learning

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- communication and collaboration

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II. Teaching aids:

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- textbook, TV, pictures, handouts, zalo (for Ss to send their preparation for the
lesson)

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III. Procedures:

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1. Activity 1

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7 minutes

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Traditional British family values
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a. Aim: help students learn about British family values in the 21st century.

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b. Performance: Ss work individually to complete the table.

ng

hi

c. Outcome:

em

Ss will understand family values in the UK.

do

d. Organization:

w

n

- Ask Ss to read the text carefully and complete the table

lo

ad

- Call on some Ss to give their answers

th

- Elicit feedback from the whole class

yj
uy

- Give suggested answers:

ip

la

Traditional British family values

lu

being truthful and honest

2.

Respecting older people

3.

Having good table manners

4.

Remembering to say please and thank you

5.

Helping with family chores

an

1.

n

va
ll

fu
oi

m

at

nh
z
vb

2. Work in groups. Discuss whether Vietnamese people have similar
family values and what students can do to preserve them.

k

jm

ht

18 minutes

z

2. Activity 2

m

- raise Ss’ awareness of responsibility in preserving family values

co

- help Ss relate what they have learnt in the reading text to their own culture

l.
ai

gm

a. Aim:

b. Content:
- list traditional Vietnamese family values
- present what they have found out and suggest ways to show their
responsibility in preserving these values
c. Outcome:
- Ss make a list of Vietnamese family values.

12


sa
ng
ki
en

- Ss compare these values with those of Britain.

ki
nh
ng

- Ss suggest ways to preserve the values from their own experience in their
families and learn how to do it from their friends’ families.

hi

em

d. Organization:

do

- Ask Ss to work in 4 groups to carry out the task

w

- Go around to offer help if necessary

n
lo

- Call on the representatives from the groups to present in front of the class

ad

th

- Elicit comments from the whole class

yj

uy

- Give final comments and feedback

ip

e. Illustrations of Ss’ work:

la
an

lu
n

va
ll

fu
oi

m
at

nh
z
z
vb
k

jm

ht

m

co

l.
ai

gm

e

13


sa

ng

ki

en

ki

nh

ng

hi

em

do

w

n

lo

ad

th

yj

uy

ip

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an

lu

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va

ll

fu

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at

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z

z

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k

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m

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gm

14


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ki

en

ki

nh

ng

hi

em

do

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n

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th

yj

uy

ip

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an

lu

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va

ll

fu

oi

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z

z

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k

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co

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gm

15


sa
ng
ki
en

2.3.3.2. Sample Application 2

ki

nh

Unit 3: MUSIC

ng

Lesson 7: COMMUNICATION AND CULTURE/ CLIL

hi
em
do
w
n

lo
ad
th
yj
uy
ip
la
an

lu
n

va
ll

fu
oi

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at

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z
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k

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16


sa
ng
ki
en

a. Comments:

ki

nh

According to the requirements of the given tasks, what students must do is
to read a passage about a type of traditional music in Viet Nam - Chau Van - and
summarize the main points of the passage using a mind map. Again, these
requirements do not help students form any attributes apart from improving
certain competences depending on how the activity is organized.

ng

hi

em

do
w

b. Suggestions:

n

From the above comments, I would like to suggest some changes to the
requirements of task 2: Choose another type of traditional music in Viet Nam
and introduce it to your class. Discuss how secondary school students can
contribute to preserving its values in the modern music industry.

lo

ad

th

yj

uy

c. Descriptions for adapted activity:

an

lu

- Possible outcomes:

la

- Work arrangement: group work

ip

-Time: 18 minutes

va

n

+ students find information about other types of traditional music in Viet Nam.

fu

ll

+ students understand more about the values of traditional music of our country.

m

oi

+ students realize their responsibility in preserving and developing these

precious values.

at

nh

z

d. Sample teaching plan for Unit 1 – Culture:

vb
l.
ai

gm

- know about Chau van singing and other types of traditional music

k

jm

ht

1. Cognition:

z

I. Objectives:
By the end of the lesson, students will be able to

co

- know how to summarize a passage using a mind map

m

2. Skills:
- scanning a text for specific information about Chau van singing
- speaking
3. Attributes:
- willingly acquire and do the tasks
- actively, creatively and cooperatively participate in and fulfill assigned tasks
- build up and develop the sense of responsibility in preserving and enhancing
values of traditional music types
17


sa
ng
ki
en

4. Competences:

ki

nh

- language

ng

- self-control and self-study

hi

em

- communication and collaboration

do

- problem-solving

w

II. Teaching aids:

n

- textbook, TV, pictures, handouts, zalo (for Ss to send their preparation for the
lesson)

lo

ad

yj
uy

ip

7 minutes

th

III. Procedures:
1. Activity 1

la
an

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va
ll

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m
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z
vb
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18


sa
ng
ki
en

a. Aim: help students learn about Chau van singing

ki
nh

b. Performance: Ss work in pairs to complete the mind map.

ng

c. Outcome:

hi
em

Ss will understand more about Chau van singing.

do

d. Organization:

w

- Ask Ss to read the text carefully and work in pairs to do the task

n
lo

ad

- Call on some Ss to explain their answers

th

- Elicit feedback from the whole class

yj

uy

- Give suggested answers:

ip
la
an

lu
n

va
ll

fu
oi

m
at

nh
z
z
vb
k

jm

ht
gm
2. Work in groups. Choose another type of traditional music in
Viet Nam and introduce it to your class. Discuss how secondary
school students can contribute to preserving its values in the

modern music industry.
a. Aim:
- help Ss know more about other types of traditional music which are
not popular among teenagers like them in modern society
- help Ss realize their responsibility in preserving and developing
these types of traditional music
19

m

co

18 minutes

l.
ai

2. Activity 2


sa
ng
ki
en

b. Content:

ki
nh

- prepare a presentation on different types of traditional music (one
type per group)

ng
hi
em

- present what they have found out and suggest activities they can do
to maintain values of folk music in modern society

do

c. Outcome:

w
n

- Ss get basic information about a type of folk music.

lo

ad

- Ss learn about other types of traditional music from their friends’
presentations.

th

yj

- Ss suggest ways to preserve these types of traditional music.

uy

ip

- Ss’ sense of responsibility to community will be established and
developed through their participation for the task.
d. Organization:

la

an

lu

va

- Ask Ss to work in 4 groups to carry out the task

n

- Ask Ss to prepare their presentations in advance

ll

fu
oi

m

- Call on the representatives from the groups to present in front of the
class

at
z

- Give final comments and feedback

nh

- Elicit comments from the whole class

z
vb

e. Illustrations of Ss’ work:

k

jm

ht

m

co

l.
ai

gm
20


sa

ng

ki

en

ki

nh

ng

hi

em

do

w

n

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ad

th

yj

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ip

la

an

lu

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z

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21