(SKKN 2022) Applying video production in teaching warm-up of unit 7 cultural diversity-getting started and unit 8 new ways to learn- getting started new english textbook 10 for online classes

THANH HOA, YEAR OF 2022TABLE OF CONTENTS 1.5 NEW FEATURES OF THE EXPERIENTIAL 2.3.4 APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNI

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

THANH HOA, YEAR OF 2022

TABLE OF CONTENTS

1.5 NEW FEATURES OF THE EXPERIENTIAL

2.3.4 APPLYING VIDEO PRODUCTION IN TEACHING

WARM - UP OF UNIT 7: CULTURAL

DIVERSITY-GETTING STARTED AND UNIT 8: NEW WAYS TO

LEARN - GETTING STARTED - NEW ENGLISH

TEXTBOOK 10 FOR ONLINE CLASSES

8

2.3.4.1 APPLYING PRESENTATION IN TEACHING

PROJECT OF UNIT 1: FAMILY LIFE

8

2.3.4.2 APPLYING VIDEO PRODUCTION IN TEACHING

PROJECT OF UNIT 8: NEW WAYS TO LEARN

EXPERIENTIAL INITIATIVE LIST

1 INTRODUCTION

1.1 RATIONALE

Nowadays it is not daring to say that the ability to speak at least one foreignlanguage is a necessity “Language is arguably the defining characteristic of thehuman species and knowledge of language in general, as well as ability to useone’s first and, at least one other language, should be one of the definingcharacteristics of the educated individual” (Nunan, 1999) The world hasbecome smaller It is said it has turned into the size of the so-called “globalvillage” We are living in the time of immense technological inventions wherecommunication among people has expanded way beyond their local speechcommunities (Ellis, 1997) Today receiving education, language education notexcepting, is not an issue connected exclusively with schools; the time requireseveryone to learn throughout their lifetimes Therefore learning a secondlanguage has become a means of keeping up with the pace of the rapidlychanging world

Todays a foreign/second language forms a permanent part of all types ofcurriculum, from primary schools to universities, not mentioning anemployment where a person, in most cases, can hardly survive without thisability The demands of the contemporary society together with the position ofEnglish as an international language (McKay) may present a reason for learningthis language in particular

Objectively, the increasing demand for learning a foreign language, especiallyEnglish in Vietnam is an evident tendency in the global integration along withVietnam’s policy of innovation and industrialization and modernization cause.Most of the learners of English agree that the ability to express themselvesfreely in communication is of great importance for their future career, especially

in modern societies where contacting with foreigners often occurs However,there still exist many difficulties in learning and teaching English in Vietnam ingeneral and at Hoang Hoa 4 high school in particular Many Vietnameselearners can write and read English quite well but they can not speak it correctlyand fluently in real-life communication Surely, there are many reasons for thisreality After teaching English in Hoang Hoa 4 high school for 18 years, I haverecognized some big obstacles which prevent English teachers and learners inVietnam from achieving their aims These obstacles are: large andheterogeneous classes, students’ low level of English language proficiency,students’ low motivation and some others Unfortunately, this is not only the

situation in my school but also the case for many other schools in Thanh Hoa aswell as schools in Vietnam In the school year 2021 – 2022 , many parts oflessons have been cut down due to the pandemic Covid 19 Speaking skill is not

an exception This has given me the desire to conduct:

“APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNIT 8:NEW WAYS TO LEARN-GETTING STARTED-NEW ENGLISH TEXTBOOK

10 FOR ONLINE CLASSES”

1.2 AIMS OF THE STUDY

The study is carried out to:

- improve 10th form students’ speaking skill through learning Warm-up.

- suggest some ways to stimulate students and help them find it useful whenspeaking English

- to investigate how effective the methods of teaching speaking are, and howsuccessful the students are in speaking English, and also to find out the role ofthe teachers in teaching speaking

- The participants in the sample group of this study were intermediate levelundergraduate preparatory program students at the school of Hoang Hoa 4 atHoang Hoa district, Thanh Hoa province

1.3 SCOPE OF THE STUDY

The subjects chosen for this study are 82 students in 10th- form at HoangHoa 4 high school My school is in the countryside, almost families are farmers.Therefore, students’ speaking English mainly depends on teachers andtextbooks I myself take responsibility for the job and create several simply

ways to improve students’ speaking skill through teaching Warm-up

1.4 METHODS OF THE STUDY

To achieve the objectives of the study, several methods are used, but I usemainly quantitative and qualitative methods

The data serving the research analysis and discussions are collected by means

of a survey questionnaire for students and observation

1.5 NEW FEATURES OF THE EXPERIENTIAL INITIATIVE

In online classes, my students are at home, they feel more confident to speakEnglish than in offline classes I hear them speak clearly without masks

Therefore, I can help them engage in speaking skill Although some students are

shy, most of them have tried their best to speak And speaking skill hasimproved considerably.

2 CONTENTS OF THE STUDY

2.1 THEORETICAL BACKGROUND

English as a language has great reach and influence; it is taught all over theworld English may not be the most spoken language in the world, but it is theofficial language in a large number of countries It is estimated that the number

of people in the world that use in English to communicate on a regular basis is 2billion Learning English can also help students to meet new people They canpractice their English with someone who is also learning

English is the language of science, of aviation, computers, diplomacy, andtourism Speaking English increases students’ chances of getting a good job in amultinational company within their home country or of finding work abroad

The total number of English teachers at Hoang Hoa 4 high school is 8, all ofwhom are female aged from 37 to 46 They were trained from training courses inEnglish language teaching at different universities in Vietnam All of them areyoung teachers who are friendly, active, knowledgeable and full of inspiration forteaching

The main English textbooks used in teaching English at this school are newEnglish textbooks 10, 11, 12, Education Publishing House ( Basic stream) From

my personal observation as a classroom teacher and a form teacher, studentsseem to be bored with doing the same activities They do not have motivation tospeak English

The data analysis conducted by means of frequency, mean and percentagerevealed that the students are unsuccessful in speaking English although they arehighly eager for having this skill High anxiety level is an important factor in

this failure The findings of oral interview demonstrated that the students onlyfeel themselves not irritated while working with classmates or playing games The techniques and the methods used in teaching speaking in English assistlearning this skill positively but it is confirmed that this is not enough.

The attitudes, manners and behaviour of the language teachers who teachspeaking English to the language learners are appreciated by the students;however, this does not change the reality that they are unsuccessful in speakingEnglish

I have been teaching English for 20 years and during this time period I haveobserved that many of the students have difficulty in speaking English althoughthey are always grammatically successful Therefore the question come to mymind Why? Why are the students successful in grammar but not in speaking?Then I want to have my experiential initiative on this topic:

“APPLYING VIDEO PRODUCTION IN TEACHING WARM - UP OF UNIT 7: CULTURAL DIVERSITY-GETTING STARTED AND UNIT 8: GETTING STARTED - NEW ENGLISH TEXTBOOK 10 FOR ONLINE CLASSES”

2.3 IMPLEMENTATION AND SOLUTIONS

2.3.1 Techniques in teaching Warm-up.

2.3.1.1 Why do teachers teach Warm-up?

We need to slowly ease people into learning, starting them off with somethingeasy and slowly becoming more and more complex This is generally how acourse runs, and in a way the class is much like a miniature course within acourse The students need something easy to get them started, so the wheels intheir head can start turning, so to speak There are also numerous warm-uptechniques which teachers use Testing vocabulary is usually one of the mostobvious ones that people will use There are many more, but it is important forteachers to realize why they warm up classes

Setting the Tone

Undoubtedly, a warm up lesson will set the tone for what is to take placeduring the class This is a great idea for many reasons Students willhave some idea of what to expect, and the topic can easily be introduced

to them For example, if one were teaching a business class about

imports and exports, one could have a warm-up exercise where thestudents can test their own knowledge of related vocabulary It willallow them to start off in a single train of thought in order to keep them

on track for the remainder of the class

The Importance of Planning

A lot of teachers plan In fact, planning is probably where most of the

work goes into a class Of course, the important parts are gone overincluding the activities and other exercises But a lot of teachers will

forget to do things such as warming up and cooling down They will

often come into the class and pull something off the top of their head.Whilst this can work, it is always good to be prepared Construct a goodwarm up session from the materials that are going to be covered in theclass itself This will give the students plenty to talk about at thebeginning, and will help ease them into the rest of the lesson

Inhibited Students

Warm ups and ice breakers are essential for those classes where everybody is new, including the teacher They will allow everyone to relax and get to know each other This way, people will become less

inhibited and more likely to chat with their peers and with the teacher Itwill raise the energy levels, allowing everybody feel a little more athome It is important for students to feel comfortable in the class, as

a first day can be especially daunting In this spirit, a warm up exercise can work wonders at getting people more mobilised.

into the class, so it is important to give them some time to get used to speaking English This way they will also increase in their confidence,

and related back to the last topic of helping them to lose their

inhibitions Student participation is key, as this class is for them to

improve and therefore they need to be able to speak it as much as

possible This ties in with the concepts of Teacher Talking

Time and Student Talking Time Student Talking Time is meant to

increase as the class goes on The teacher can consider the class a success if the students end up speaking more English as it proceeds Making Corrections

It is true that students also need to be corrected during class This will

allow them to identify their mistakes and not make them again Stresshow important it is for the students to make mistakes, so they will not

feel embarrassed or afraid to speak again But during the warm up exercises, disregard this The warm up session needs to have a certain

flow Allow it to continue and then perhaps jot down whatever mistakeswere made Once it is completed, then one will be able to go over themistakes with the students again and tell them where they went wrong Nothing can be learned if the students are tense and unwilling to speak, therefore warming up will allow the wheels in their head to start

turning and open up the gateway to knowledge

2.3.1.2 Activities to promote Warm-up for online classes

 Photo sharing mingle

 Asking correct questions

 Guess who or guess what

 Regain focus with a song

 Special word detectives

 The thing of my dreams

 Story and video sharing

2.3.2 What is video production?

Video production is the process of producing video content It is the equivalent

of filmmaking, but with images recorded digitally instead of on film stock

There are three stages of video production: pre-production, production, and production Pre-production involves all of the planning aspects of the videoproduction process before filming begins This includes scriptwriting,scheduling, logistics, and other administrative duties Production is the phase ofvideo production which captures the video content(moving images / videography) and involves filming the subject(s) of the video.Post-production is the action of selectively combining those video clipsthrough video editing into a finished product that tells a story or communicates amessage in either a live event setting (live production), or after an event hasoccurred (post-production)

post-Video production can be used at sporting, school, stage, wedding, church, andsimilar events to provide recordings of the events (Video production at Curlie)

Benefits of video production in teaching at school

 Videos are easier to be accepted by students

 Immerse students in the production

 Stimulate activities

 Video brings more information

 Engage learners

 Integrate the outside world into classroom

 More than words can tell

 Videos are more flexible

 Easier to understand

 Video creates an experience

2.3.4 Applying video production in teaching Warm-up of Unit 7: Cultural Diversity – Getting Started and Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes

2.3.4.1 Applying video production in teaching Warm-up of Unit 7: Cultural diversity - Getting Started – New English Textbook 10 for online classes

“Applying video production in teaching Warmup of Unit 7: Cultural diversity Getting Started – New English Textbook 10 for online classes” is a techniquethat I applied during the pandemic Covid 19 to stimulate students’ speakingskill So as to teach the warm-up of unit 7, I ask one student to prepare thewarm-up secretly at home To help the student do well, I guide him to downloadsome pictures about traditional and modern weddings in Vietnam, makequestions about the groom, the bride, their guests and the place of the wedding The student has to make sure the videos concluding 5 criteria:

+ Fluency and coherence

In teaching Warm-up of Unit 7: Cultural diversity - Getting Started – New

English Textbook 10 for online classes, I find the students are very excited,consolidated, confident and creative They have chances to become Englishspeakers / presenters through videos (see CD) Besides,students can find outhow correct their pronunciations are and experience for them Here are links of

my student’s video and my teaching video:

For more evidence, please see Appendix.

https://drive.google.com/file/d/1FWKpzknds1MqDTOjsxAsEUkZlN7kKiBk/view?usp=sharing

https://drive.google.com/file/d/1mHkHT3EN-vVPwdFtYKgXfrMamG3WAywv/view?usp=sharing

2.3.4.2 Applying video production in teaching Warm-up of Unit 8: New ways to learn - Getting Started – New English Textbook 10 for online classes

“Applying video production in teaching Warm-up of Unit 8: New ways to learn

- Getting Started – New English Textbook 10 for online classes” is a technique

that I applied during the pandemic Covid 19 to stimulate students’ speakingskill So as to teach the warm-up of unit 8, I ask one student to prepare thewarm-up secretly at home To help the student do well, I guide her to use herown personal electronic devices or download some pictures about personalelectronic devices, make questions about laptops, tablets, and smart phones.The student has to make sure the videos concluding 5 criteria:

+ Fluency and coherence

In teaching Warm-up of Unit 8: New ways to learn - Getting Started – New

English Textbook 10 for online classes, I find the students are very excited,consolidated, confident and creative They have chances to become Englishspeakers / presenters through videos (see CD) Besides,students can find out