(SKKN 2022) integrating environmental education into developing speaking skill in unit 9, unit 10 (english 10) at mai anh tuan high school

From the rationales mentioned above, in order to contribute to improving the quality of teaching and learning English in generally, the quality of comprehensive education espencially env

PART I INTRODUCTION

1 Rationale:

Environmental pollution is one of the most serious global challenges and

is common to both developed as well as developing countries, which attracts the attention of human beings for its severe long-term consequences. Environmental pollution is increasing gradually and causing a serious impact on living organisms including humans

Being aware of this issue, each of us must join hands to save the environment as well as to save life on earth With specific actions, everyone can participate in improving the living environment and overcoming the consequences of environmental pollution To do this, people's consciousness plays a key role Because human actions depend on their motivation and this motivation depends on their own perception and understanding Therefore, environmental education is an indispensable means to help people understand the environment

To achieve the goals of modern education, teachers must know how to integrate knowledge, skills, and education into their subjects including environmental education The integration of environmental education into the subjects is of great significance

When I have been teaching English at Mai Anh Tuan I find that the topic about the evironment is difficult for students to talk about In English 10 programme, I realize Unit 9, and Unit 10 with the topics: Undersea world and Conservation are very suitable for integrating environmental education into the lessons, and developing students’ speaking skill as well

From the rationales mentioned above, in order to contribute to improving the quality of teaching and learning English in generally, the quality of comprehensive education espencially environmental education, I have researched, applied experimentally and initially achieved certain results with

the initiative "Integrating environmental education into developing speaking skill in Unit 9, Unit 10 (English 10) at Mai Anh Tuan High School".

2 Aims of the study

       The research aims to:  

 Applying some changes and improvements in my lessons with the hope that students will be motivated and involve in classroom actively in lessons

 Improving students’ language skills by making the learning environment in lessons become more meaningful and practical

 Making the lessons memorable, and easy to understand

 Help students raise awareness of environment protection, better comprehend some causes and effects, and give some solutions to environmental problems

 Hope that students will be volunteers to improve the living environment, and propagate the environment protection to their friends, their ratives, their neghbours

 Help students use English to talk about environment.

3 Participants of the study:

        Participants of the study were tenth grade students in two classes (10A, 10E, at Mai Anh Tuan High School The study was carried out in the academic year 2021 – 2022 at Mai Anh Tuan High School

4 Methods of study 

      In the process of doing the study, I used several research methods: 

4.1 Observation:

       I attended some English periods to get a general view of teaching and learning English at Mai Anh Tuan School I also attended other subjects’ periods such as Geography, Biology, to find out some information related to the integration of environmental education into other subjects and consider if they were applied correctly and effectively, and how students participated in the lessons

4.2 Questionnaires:

The aims of the questionnaires were:

 to discover whether students like and understand the lesson, and whether the lessons are meaningful to them, whether the methods I used are effective

 to discover which part of the lesson makes a strong and deep impression on students, which part of the lesson makes students change their thoughts

 to get information to give suitable teaching methods

4.3 Interviews:

         In this study, interviewing was used to obtain ideas and information from students about lessons they learned

4.4 Lesson plans:

Prepare the lesson carefully Choose video clips, pictures related to the environment wisely

5 Teacher's diaries:

I had to teach the same lesson in the two classes Therefore, after the first class, I always wrote down experiences to adjust

PART II CONTENT OF EXPERIENCE INITIATIVE

1 Theoretical Basis :

UNESCO gives Four Pillars of Learning:

Learning to know: to provide the cognitive tools to better comprehend the

world

Learning to do: to provide the skills to enable individuals to effectively

participate in the society

Learning to be: to provide social skills to enable individuals to develop to their

fullest potential

Learning to live together: to expose individuals to the values, respect and peace

at all levels of society and human relationships to enable individuals and societies to live in peace and harmony

The Department of Education and Training of Thanh Hoa guides the implementation of the tasks of secondary education for the 2021-2022 school year as follows: “Continue to effectively integrate the content of ethical education, lifestyle and life skills in subject programs and educational activities,

including: ; education on economical and efficient use of energy; education

on environmental protection, biodiversity and nature conservation; education through the heritage; education on climate change response, disaster prevention and mitigation.” Therefore, the integratation of education in

subjects is becoming an inevitable trend today

In Education for development goals, Qian Tang, Ph.D Assistant Director-General for Education wrote: “Global issues – such as climate change

– urgently require a shift in our lifestyles and a transformation of the way we think and act To achieve this change, we need new skills, values and attitudes

that lead to more sustainable societies Education is both a goal in itself and a means for attaining all the other development goals”

By putiing English in context, putting education on environmental protection in teaching English, teacher let the students to better comprehend the environment, use vocabulary related to the environment to give measures

2 Real situation before integrating environmental education into developing speaking skill in unit 9, 10:

- Students are not high aware of environment protection Some students think that environmental pollution, and climate change are very far away from them They are unwilling to clean their surroundings They litter, waste water, electricity, overuse plastic bags, single-used cups, and don’t classify rubish Sometimes they forget to turn off the lights and fans after school Some

students litter at the end of the classroom (plastic bags, wrapper, papper, milk bottles ) Some students break banches, pick up flowers

- Through surveys of many colleagues and students, and through teaching

practice, I found that students who learn English at lower secondary schools almost study English with the view to passing entrance examination They seldom use English outside the classroom

- I gave 5 questions to test the students’ vocabulary related to environment I also knew that in English 9 programme my students had studied the environment in unit 6 named “THE ENVIRONMENT” I used vocabulary

in this unit to test my students in class 10A, 10E

I Odd one out:

Question 1: A garbage B sewage C waste D plants Question 2: A pollute B deforest C protect D litter Question 3: A pesticide B energy C natural resources D forest Question 4: A conserve B preserve C save D harm Question 5: A environment B nature C animals D.disaster

II Answer the following:

1 What is happening to our environment?

2 How can we save our environment?

Below are the results of the study before being applied to integrating environmental education in unit 9, 10 in school-year: 2021-2022 in 2 classes 10A, 10A at Mai Anh Tuan High School:

+ Before applying

I Odd one out:

Class Number

of

students

Number of students

incorrect answers

Number of students give 1-2 correct answers

Number of students give 3-4 correct answers

Number of students give 5 correct

answers

II Answer the following:

Class Number of

students Number of students give NO answers Number of students give answers

3 Measures taken

Unit 9: UNDERSEA WORLD B Seaking

1 Topic: giving solutions to protect marine life.

2 Aims:

 Help students know more about marine life Raise their awareness of environment protection Help them change the way they think and take actions

 Make the lesson meaningful and memorable

 Help students use English to talk about the global problem: marine environment ( fact, effects, and sollutions)

3 Procedures:

In the speaking lesson, I used 2 video clips and a lot of pictures related to marine animals

3.1: Warm-up:

- I used a music video It is about the beaty of the ocean, marine animals Its music background is very peaceful The followings are the pictures cut from the clip:      

- Ask students to answer the following questions:

1 What do you see in the clip?

2 Is our ocean beatiful?

3 How do you feel? 

- After that I used another video clip contrasting with the images from the previous clip It is about the fact that the ocean is facing The followings are the pictures cut from the clip:

 Ask students to answer the following questions:

4 What do you see in the clip?

5 Is our ocean beatiful?

6 How do you feel? 

While the students in the class was watching the clip, I obsevered them I found that the second clip really had a great impact on them Many of them looked emotional They were quiet for a while

By answering the question: What do you see in the clip? My students told me the fact of marine life Then I asked my students to work in group of four to give some practical solutions to the problems using the modal:

“- What do you think we should do to protect our ocean?”

“- In my opinion, we should/ shouldn’t ”

By this way I was leading to Task 1, gave vocabulary by pictures After 5 minutes, one of the members in each group listed the actions they should do or shouldn’t do I asked him/her answer the question “Which is the most important action should be taken to protect our ocean?”

In Task 2, I continued giving short clips indicating 4 threats to the health of the ocean

Beaches are filled with plastic bags, pieces

of glass and cigarette butts.

-polluted water - place plastic bags in proper dustbins

Whales and sharks are still hunted for

food, medicine and other products.

-become extinct/

disappear

- not hunt or sell whale products

Explosives are used to catch fish.

- a lot of fish

Oil is spilled from tankers

-polluted water

- sea animals/

fish die

- clean the sea water/punish

captain.

For example: The first threat: I gave a clip about Plastic pollution:

Then students work in group of four to discuss the consequense and offer some posible solutions

A: Beaches are filled with plastic bags, pieces of glass and cigarette butts B: This results in water pollution which endangers sea plants and animals C: We should clean beaches and tell other people not to litter them.

D: We should place rubbish and plastic bags in proper dustbin.

In Task 3 students from each group reported what their group had dicussed

At the end of the lesson, I gave a clip about how to take care of our invironment

sk students to answer the question:

HOW CAN WE TAKE CARE OF THE ENVIRONMENT?

Most of my students could answer the question

Homework: talk about the actions you take to protect our environment

In the next lessons I received some video clips and pictures about my students’ activities

Unit 10: CONSERVATION

B Speaking

1 Topic: whether or not keep animals in the zoo of the new kind:

- Help students know more about forests Raise their awareness of environment protection Help them change the way they think and take actions

- Make the lesson meaningful and memorable

- Help students use English to express their views about zoos of the new kind

4 Procedures:

In the Speaking lesson, I used 2 video clips and a lot of pictures related to forest and animals in it

Warm-up:

I used a music video It is about animals in the forests The followings are the pictures cut from the clip: (Help students better know the fact)

- Ask students to answer the following questions:

1 What do you see in the clip?

2 How do you feel? 

3 Should we keep animals in zoo to protect them?

- I gave some pictures about animals in zoos:

Ask students to answer the following question:

Are they happy when protected in a traditional zoo?

- Lead in a zoo of the new kind.

From the pictures, ask students to give the reasons why there appears a

new kind of zoo (to provide a natural environment for animals to develop)

Ask students: How are animals in the zoo of the new kind? Lead in Task2.

1 Animals may suffer from dangerous diseases.

2 Animals may do what they want to.

3 Animals may develop.

4 Animals may feel happier.

Do you agree with the statements?

Give useful language to show agreement and disagreement

Giving opinion Showing agreement Showing disagreement

- I think

- I don’t think

- In my opinion

I can’t agree with you more

I quite agree with you

I am afraid that I can’t agree with you

I don't really think so

Yes, I think you are right Exactly

I completely disagree with you

Ask students to work in pairs to practise

A: I think it would be better for animals if they live in the zoo of the new kind because they may have better food.

B: I agree with you.

Ask students to work in groups to discuss the advantages and

disadvantages of zoos of the new kind Then students their group’s view with the rest of the class

After the lesson, ask students: What should we do to protect animals?

I give some pictures:

Let students talk about actions they should do to protect forests and animals.

PART III: CONCLUSION

1 Study results:

In the academic school year 2021 - 2022, I taught students in class 10A, and 10E It is impossible to produce figures to show their improvement in consciousness Only by observing their actions they take everyday do I realize how their awareness of the environmental protection changes Everywhere in the classroom I see slogans in English about the environmental protection such

as: Turn off when not use, Do not letter, Don’t waste paper, Clean our classroom everyday, Place rubbish in proper dustbins.

One student told me she was really obsessed by those images Every time she took a plastic bag, or held a cup of pearl milk tea, she thougth of those images

She refused to use it

In the classroom there are some pots of plants, three dustbins labeled organics, paper, plastic Additionally, my students reused plastic bottles, wrapper to make decorations

Below are the results of the study before and after I integrated environmental education into developing speaking skill in Unit 9, 10 in the classes 10A, and 10E at Mai Anh Tuan High School in the school-year 2021-202

+ Before applying:

I Odd one out:

Class Number

of

students

Number of students

incorrect answers

Number of students give 1-2 correct answers

Number of students give 3-4 correct answers

Number of students give 5 correct

answers

II Answer the following:

Class Number of

students Number of students give NO answers Number of students give answers

+ After applying:

I Odd one out:

Class Number

of

students

Number of students

incorrect answers

Number of students give 1-2 correct answers

Number of students give 3-4 correct answers

Number of students give 5 correct

answers

II Answer the following:

Class Number of

students Number of students give NO answers Number of students give answers

2 Suggestions:

With these findings, I hoped that they could help the teachers and students at the school improve their quality of teaching and learning English, and help students’ environmental awareness increase dramatically