(Skkn 2023) exploiting cultural factors in teaching communication and culture clil to enhance students’ participation for grade 10th at thai hoa high school

Culture provides the context in which language is used, and understanding cultural nuances and practices is crucial for effective communication in any language.. cultural elements in to

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

THAI HOA HIGH SCHOOL

Author: Nguyen Thi Huyen

Telephone: 0966035136

Year 2023

`TABLE OF CONTENTS

CONTENTS PAGE

Chapter 1 Theoretical and Practical Background 4

Chapter 2: Solutions to the Problem 8

2.2 Creating Situations of Cultural Conflict: Contrasting Cultures 12

Chapter 3: Illustrations 18

Chapter 4: Findings and Evaluation 25

Chapter 5: Investigate the necessity and feasibility of the teaching experience 28

PART I INTRODUCTION 1.1 Reason for teaching experience

As society is increasingly developing, the demand for learning foreign languages is going up dramatically The fact that the Ministry of Education and Training stipulates that English is a compulsory subject from grade 3 to grade 12 in the new general education program (issued together with Circular No 32/2018 / TT- BGĐT dated December 26, 2018 of the Minister of Education and Training) is the clearest evidence affirming that English is an indispensable medium in the context of globalization and international integration in many fields In recent years, teaching and learning English in high schools has been much more focused when English is a mandatory subject in national high school exams for the majority

of candidates and the percentage of candidates applying for university admission related to English is increasing Therefore, improving the effectiveness of teaching and learning is an urgent need not only for learners but also for those who are directly teaching English Thus, many Vietnamese, especially the young people, can speak English; however; not many of them have intelligible cultural knowledge In addition, based on the general dispatch on the development of competency qualities of the overall General education program in 2018, the General education program forms and develops for students the following key qualities: patriotism, kindness, diligence, honesty, and responsibility Learning culture is an essential component of language learning Culture provides the context in which language is used, and understanding cultural nuances and practices is crucial for effective communication in any language

Equally important, if culture is integrated with the study of languages, learners can derive long-term benefits from their language learning experience Therefore, learning culture can give impetus to language learning Moreover, learners who acquire certain cultural knowledge can grasp information more fully and develop a more positive attitude toward other cultures They not only gain knowledge of other cultures but also increase their understanding of their own cultures Therefore, culture needs to be applied to the teaching of language and skills so that learners can know how to speak and write in culturally appropriate ways Besides, Vietnam has a long-standing traditional culture with outstanding customs and practices and characteristics of a country in the East Many Vietnamese conceptions of life, people, love, happiness, and dress are sometimes a bit traditional and not as liberal and open as people in many Western countries That's why culture shock seems to be a common manifestation when moving to a new country Furthermore, communication and culture/ CLIL is learnt and taught

in a non-native environment, students have little opportunity to discover how these speakers think, feel, and interact with others That is the reason why they do not feel confident enough to converse with English teachers or native speakers and people in other countries where English is used mainly Therefore, integrating

cultural elements in to language teaching can have many benefits for students, including increased motivation and engagement, improved communication skills, and a deeper understanding of different cultures Additionally, CLIL (Content and Language Integrated Learning) is an effective approach to language teaching that combines language learning with subject-specific content, and it has been shown to improve students’ language proficiency and academic performance By focusing

on the cultural aspects of language learning and utilizing CLIL, you can help your students become more competent and confident communicators in both their first language and the target language

For that reason, to make cultural lessons more effective, I have integrated

"Exploiting cultural factors in teaching communication and culture/ CLIL to

enhance students’ participation", Hopefully, I will receive a lot of positive

feedback as well as spread to my colleagues with a view to helping improve the overall goal of education in all parts of the country

1.2 Purposes of teaching experience

The objectives of the study "Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation" may include the following:

· To explore the relationship between cultural factors and student participation in CLIL (Content and Language Integrated Learning) classes

· To identify cultural factors that may have effect on student participation in CLIL classes, such as attitudes, values, beliefs, and communication styles

· To investigate effective teaching strategies used to address cultural factors and enhance student participation in CLIL classes

· To examine the role of cultural awareness and sensitivity in promoting student engagement and motivation in CLIL classes

· To assess the effectiveness of cultural-based teaching approaches in enhancing student learning outcomes in CLIL classes

· To provide recommendations for teachers and educators on how to integrate cultural factors into their teaching practices to foster a more inclusive and culturally responsive learning environment in CLIL classes

1.3 Background of teaching experience

The background of the study "Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation" is limited to 10th-grade students of Thai Hoa High School Besides, I have used English 10, Global Success, and educational publisher

The study will investigate how cultural factors have great impact on students’ participation in CLIL classes, as well as identify effective teaching strategies that can be used to address these factors and enhance students’ engagement and motivation The study may involve surveys, interviews, and classroom observations of 10th-grade students in Thai Hoa High School

While the findings of the study may be limited to Thai Hoa High School's 10th-grade students, they could still have implications for other similar schools that use CLIL teaching methods The study may provide insights and recommendations for teachers and educators with the intention of improving their teaching practices

as well as promoting a more inclusive and culturally responsive learning environment in their classrooms

1.4 Innovation of teaching experience

No one can deny that cultural gaps are one of the most important keys leading

us to success in communicating genuinely and understanding the real world outside the classroom In order to use the language effectively, language teachers should realize that knowledge of the world's language and culture is increasingly important Language learners need to have mastery of not only the language itself but also the culture in which the language is used Therefore, it is suggested that language teachers should focus on the integration of culture in the language classroom, which serves as a tool for helping students understand and appreciate other cultures

Besides that, exploiting cultural factors in teaching CLIL lessons is actually a new way to improve students’ communicative competence, teachers should insert cross-cultural knowledge into the learning and teaching CLIL lessons

Through a variety of new and motivating activities such as movie making, photos, games, talkshows Students are provided with a number of opportunities

to have a deeper understanding of culture and tradition of some English-speaking countries around textbook topics In addition, more language knowledge and skills

as well as communication skills will be fostered in the best way

Scientifically, it is a useful document for colleagues to apply for the process

of teaching English with a view to motivating as well boosting students to reach their potential

1.5 Structure of the research

The research paper consists of 3 main parts: The introduction part states the reasons, context, and scope of the topic In the content of the study, the author outlines the elements of practical reasoning and methods of solving the problem, the effectiveness of the problem In the conclusion, the author gives an overview of the topic conclusions and some suggestions for developing research

1.6 Plan of the research

2 From September 2022 to March 2023 Applying the initiative

and writing research

PART II CONTENT OF THE STUDY

1.1 Theoretical basis

1.1.1 Definition of culture

According to UNESCO: 'Culture is the vivid totality of activities and creations in the past and in the present Over the centuries, this creative activity has shaped a system of values, traditions and tastes that define the unique characteristics of each people"1 This definition emphasizes the creative activity of human communities associated with the historical development of each community over a long period of time so the values have universal humanity, at the same time have the specificity of each community, the unique identity of each nation However, if we only rely on this general definition, in the state management of culture, we are easily misunderstood: Cultural management is the management of creative activities and, moreover, the management of literary and artistic creations

In fact, cultural management is not like that, cultural management at the commune level is not the only one

Culture is viewed and defined differently from the perspective of researchers "Culture is a centralized belief, attitude, custom The behavior and social habits of a community" [1] Culture therefore plays an important role in the community So culture is the glue that holds communities together Culture

as defined by Lado [2] is synonymous with the way people live and work in certain areas

Content and Language Integrated Learning (CLIL) as defined by Joanna Wiseman [3] is an approach where students learn a subject and a second language

at the same time A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills

It’s important to note that CLIL is not a means of simplifying content or teaching something students already know in a new language CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned

re-1.1.2 The importance of culture in language teaching

Language simultaneously describes the culture and is constituted, and shaped by it, and in a broader sense, it is also the symbolic depiction of people Science is the embodiment of their historical and cultural background as well as their approach to life and way of life and thinking.[4; p.165] speaks of language and culture as follows: culture and language are interlocking They are so subtly related to each other that no one can isolate both without losing the importance

of language or culture Some linguists argue that language is a reflection of culture, in other words, people can learn culture through its language Another image used to represent language and culture is the iceberg The observable part

is language, with an invisible part being culture Language would die without

culture and culture would be shapeless without language [5; p.29] Believe that language and culture are two symbolic systems Everything we say in language and culture has descriptive or associational meanings, signifies, or implies Each language has its meaning as it relates to its own culture and culture is more comprehensive than language

Therefore, the provision of background knowledge in language teaching is extremely important and should be focused on teaching methods to optimize learners' ability to absorb the best

1.1.3 The role of communication and culture/CLIL in the language teaching

• CLIL is seen as a teaching method (or a teaching approach), in which the subject content or part of the subject content is taught in a language other than the mother tongue, in order to achieve both objectives: learning subject knowledge and learning foreign languages according to the motto "use foreign languages to learn, learn a foreign language to use

 CLIL encourages language to be both a tool for learning and a tool for communication They communicate effectively, practicing their second language in both spoken and written forms by participating in course activities In this way, language is used for learning, used for communication, and used to think and acquire knowledge In other words, language is both a tool for learning and a tool for communication Coyle [6; pp 36] provides a framework for the analysis of the vehicular CLIL language from three interrelated perspectives as (Picture 1):

 Language of learning: Covers the vocabulary, grammatical structures that

children will receive in the learning process

 Language for learning: Includes your child's available language skills to

participate in the classroom, to understand the lecture, and to ask questions

 Language through learning: A language environment where children can

learn specialized knowledge and acquire new languages

Picture 1: the framework of CLIL language

In fact, Culture is the central factor of CLIL, the foundation of the connection of the other three The goal of the cultural element in CLIL is to develop multilingual competencies for students, including raising cross-cultural awareness, in order to equip them with international understanding not only of language but also of culture and society to be able to communicate and continue to study or work effectively in all circumstances

1.2 Practical basis

1.2.1 The background of teaching communication and culture/CLIL before

applying the measure

Usually the CLIL lesson is conducted according to the pre-designed textbook sequence

 Part 1 Communication: Students listen to one conversation and practice communication through that activity

 Part 2: Culture: Students read one paragraph related to the topic they are studying and doing homework

 Part 3: Discussion

Besides, the content of communication and culture/Clil parts in the text book

is actually challenging and general Therefore, students find it hard to engage in the lessons

Also, some teachers remain the same requirement, do not adapt the task with a view to being suitable for students’ levels, and do not prepare the activities beforehand Consequently, students after learning often feel bored and do not have

an overview of the topic, have not promoted the initiative of students, so the class time has not been effective

1.2.2 Causes

In fact, the Communication and Culture/Clil lessons are not groundbreaking for both students and teachers Initially, almost students who basically have absent cultural background and have not been shown positivity in language acquisition Besides, the teachers have not actually explored and improved the lesson to suit their students’ level in the best way

1.2.3 Results of students’ attitude survey before applying the measure

- I have carried out a survey of 40 students from 4 classes 10 at Thai Hoa high school with specific number in the following table:

The following chart will show specific data after the survey (APPENDIX 1):

Table 2 Survey questions about 10 th students’ attitude

The table contrasts details on the opinions of Thai Hoa high school students towards studying overseas culture in general and English in particular after a survey

Overall, it is clear from the table that the data is quite alike in the first sections, but distinct divergence appears in the second one

According to the table on whether they appreciate learning communication and culture, 6 youngsters 15% and 20 ones for 50% significantly appreciate it Whereas the percentage witnessed a gradual fall in the last two sections 17.5% are normally

or not interested in this field at all as those others

Moving on to the time question, only 2-5 youngsters serve for 5-12.5% are usually learning about English speaking country's culture while 20% as 8 students are seldom and the rest 25 ones of 62.5%, which means over half of the students show

no interest

In conclusion, having observed the survey results, it can be obviously seen that the level of students’ interest in the lesson and the active learning of cultural background is not actually high for grade 10 students in general

- Besides, to learn more about students’ cultural background knowledge, the teacher distributed the pre-test (APPENDIX 3) for 4 classes 10 in Thai Hoa high school with the specific number of students in the following table:

This is the result of the survey with the total of 168 students at Thai Hoa high school shown in the following table:

Table 4 Result of pre-test

The table below shows the data of the test results on youngsters’ knowledge of other cultural status ranks from excellent, good, average, and below average between 4 classes 10B,10D, 10E and 10G

Overall, the grades are highly differentiated in the good an d below average sections, whereas only a few % achieve good grades and no excellent grades

in general

Class 10G witnessed a good score with 3 youngsters for 7.5%, far behind the other two parameters, which is average and below average by 50% for 20 students and 42.5% for 17 ones respectively

The figure for 10B is a little higher as the percentage of good grades is 11.1% with

5 students; the most outstanding ones are the field average with 48.9%, followed

by 40% of those below average With regards to the data of 10E, nearly half of the students are under-average and average scores with 47,6% for 20 ones each, while only 4.8% at the level of good Class 10D witnessed a good score with 2 youngsters for 4.9%, far behind the other two parameters, which is average and below average by 48.8% for 20 students and 46.3% for 19 ones respectively

In short, the results of the pre-test show that the majority of students in Class 10 have an average or below average level of cultural background knowledge These findings may have implications for the design and implementation of teaching strategies that can address cultural factors and enhance student participation in CLIL classes

Chapter 2 Solutions to the problem

2.1 Using video teaching aids

Using video for CLIL-oriented language classes was the first choice criterion that I was interested in when exploring cultural elements For example, the

video used for unit 1: Family life lessons Once I have chosen the right

content, I will consider the video quality according to two criteria: quality of

sound, image, and quality of language The quality of sound needs to be loud and clear and the language must be used correctly, and naturally The next criterion is the length of the video The length of the video depend s on many factors such as the purpose of use, the content used, the learner's capacity, and the length of the lecture With my lessons, the video length is usually 4 -5 minutes in length If the video I find is too long, it will usually be truncated provided that there is a certain completeness of the content Currently, with video processing software on computers or online software, or simply the editing feature on iPhones, editing the length of videos can be done extremely easily

Some techniques for using video in the classroom:

Techniques Activities used in the classroom

Active viewing Active video viewing increases learners' enjoyment, while

keeping learners focused on the gist of the presentation in the video Before showing the video, the teacher writes some questions on the board to help learners understand the general content of the video To answer questions, students can take notes while watching To help students understand in more detail, teachers can provide some suggested questions when watching and ask students to see and listen to specific details or language characteristics However, teachers should pay attention to the level of students and adjust the technique accordingly Stop the picture and

guess

In this technical section, the video provides viewers with information about body language, facial expressions, emotions, and reactions to the character Teachers can pause when they want to teach words or phrases about moods and emotions, to ask questions about a scene or to draw the learner's attention to a certain point When stopping the picture, the teacher can ask the student to guess what is about to happen This technique is very useful for training students' guessing skills, stimulating the imagination of learners

Watch without a

sound

Silent viewing stimulates learners' enjoyment, ability to think and develop their judgment skills Silent viewing means showing only the image part and muting the silent part This technique can be used for first-time learners The teacher can stop the video at a certain point and ask the learner to guess what is happening, what the character

is talking about, or what has happened up to that point Then, the teacher has the learner review both the language

and the picture so that the learner can compare his judgment with the actual content

Pictureless listening The teacher only turns on the audio part and covers the

image The teacher then asks students to guess or describe what happened in the video based on what they heard This activity can be fun and helpful

Repeat and role-play When the video has difficult language points, the teacher

can ask the learner to repeat it This can be considered a necessary step to help learners practice communication The teacher stops a scene on the video for a certain time and asks the learner to repeat it in a personal or unison form Upon seeing that the learner understood the content, the teacher asked the students to reenact the scene and to use as much language as possible from the original video based on memory After students are more confident with role-playing and able to use vocabulary and language structures, teachers can assign more creative activities, such as changing the content to suit the learner's view of the situation or the character they are acting This activity helps learners to be more active because when each student is given a role, they will be more enthusiastic about participating in the lesson In addition, this activity helps learners better understand their own behavior and be able to respond in a positive way to diverse human relationships In other words, role-playing is effective communication and a good preparation for real-life situations Learners have the opportunity to apply what they are learning

Dub This activity can be performed when the learner has the

necessary language ability After watching a voiceless video, the teacher asks students to voice a conversation that is missing information It's fun and fun for students to complete a video scene with voice acting like this

Post-viewing activity Video viewing needs to be expanded with an add-on

activity that follows For example, discussion activities will help develop communication, develop sharing and collaboration skills

Table 1 Some techniques for using video in the classroom:

For example, Unit 1: Family life, teachers apply active viewing techniques

and activities after viewing Before showing students the video, the teacher asks questions in advance such as:

How have the family values changed?

What are the reasons for these changes?

Are the changes better or worse?

Picture 1: Science - How family changed - English (QR code)

- After watching the video, the teacher divides students into small groups and discusses the teacher's questions

- Unit 2 theme: Humans and the environment Perform voiceover operations for clips Teachers divide groups and guide students on tasks

Students practice dubbing clips, re-recordings, and product presentations

Picture 2 Human and the environment(QR code)

2.2 Creating Situations of Cultural Conflict: Contrasting Cultures

The first step is to divide students into cultural groups of specific countries such as Vietnam, England, and Korea Ask your pupils to discuss a specific topic

by lesson unit such as: Music, Food, Family life,

The teacher wrote the headline on the board: "Cultural differences: divide large columns by country name." For each category, call students from national groups to voice their opinions

For example, for the "daily activities" section on the part of British culture, you could set "dinner starts from 5 to p.m." as a point Then, ask the group's learners from other countries what time they usually have dinner and write the answers on the other side

This activity is applied to unit 1 and unit 3 theme Family life and Music Example: Family Life Theme:

Cultural Differences

In Vietnam In England In Korea

Time for breakfast

Time for sleeping

Household trend

Family values

Table 2: Cultural differences

2.3 Using Show Games

Teaching activities in the form of game shows cause excitement, consolidate expansion, inculcate knowledge: symbols, rules, formulas, has learned to develop the personality, creative thinking of students, it has a great effect in terms of education, general technical education However, the new game shows mostly stop

at warm-ups or practice in lessons and mainly in theoretical lessons

Currently, we are building an education system to comprehensively foster the competencies of students, develop the ability to think - analyze, promote the positivity, initiative and creativity of learners To do that, besides innovating teaching methods, the coordination of teaching forms is actually essential

Teaching activities in the form of game shows cause excitement, consolidate expansion, inculcate knowledge: symbols, rules, formulas, has learned to develop the personality, creative thinking of students, it has a great effect in terms of education, general technical education However, the new game shows mostly stop

at warm-ups or practice in lessons and mainly in theoretical lessons To make a game show, teachers should take care to perform the following steps:

Step 1: Define the goal of the game

Before letting students play any game, teachers also need to clarify: what is the purpose of using this game? What knowledge does the game give students and what skills do they form through play activities? From the goal of the game combined with the goal of the exercise as well as other conditions for the teacher to choose the appropriate game

Step 2: Prepare conditions and means of playing Game introduction and explanation

- Prepare conditions and means of play

+ Control of locations, conditions and means of play

In the teaching plan, teachers should pay more attention to:

+ Estimate the time for each play activity

+ Develop a specific and clear scale and evaluation criteria for each playing activity + Situations that may arise and measures to handle

- Introduce and explain the game

+ Game introduction: Teachers need to introduce wittily and humorously the name and meaning of the game so that students are attracted to the game from the first moments

+ Playtime: Depending on each game, teachers can announce the playing time + Team: After introducing the game, teachers chooses the team to play The selection of the appropriate team also needs to pay attention: the teacher divides the teams evenly, appoints the team leader, the results must be given by the team leader + Game rules: When there is a team, the teacher must clearly explain the rules

of the game to students

• If the student already knows the game and the rules, just repeat it

• If the student knows the game but has not mastered the rules and how to play, the teacher introduces and explains how to play

• If students do not know the game, the teacher needs to explain meticulously, and can let students try it out so that everyone knows the rules of the game Teachers need to emphasize what actions are normative for them to grasp carefully

Step 3: Control the game

Teacher needs to perform the following tasks:

+ The command allows the game to be started

+ Track and master the playing activities of individuals and groups participating in the game

+ Reduce or increase playtime

+ When students start the game, the teacher acts as a referee Therefore, teachers must monitor the progress of the game and grasp all the details of the game

Step 4: Evaluate the results of the game, award prizes to players

- At the end of the playing time, teacher needs to specify the advantages and disadvantages of each team:

+ About the level and quality of work completed as required

+ Which team time finishes first?

+ The number of more or fewer violators

- On fairness, objectivity, it is clear that teachers evaluate wins and losses

- Teachers should prepare a reward for the winning team: the reward can be for points, it can be a gift box, applause, mainly motivating and encouraging students

Step 5: Discuss and draw knowledge

- Teachers should confirm to students that the purpose of the play activity and evaluate the results when organizing the game is to:

+ See how the teaching and learning activities have achieved the results and effects on students Through the game, what knowledge do students acquire?

+ Use assessment results to: Improve teaching methods, identify new learning needs, encourage students to actively participate in activities

Example: Unit 3: Music Quiz Show

Picture 3: Music Quiz Show (QR code)

After playing the game show, the teacher will ask students to list some traditional Vietnamese folk music After that, students will read about Vietnamese adoration music and do the task in the textbook

- Similar to Unit 5: Inventions, the teacher also creates game show activities,

divides the class into 2 teams and asks for information about the inventions of famous scientists in the world to increase the cultural knowledge of students:

Source 1: https://wordwall.net/resource/8341304/match-the-invention-to-the-inventor

Picture 4: Game show - Inventors and inventions (QR code)

With each question, the teacher will provide more useful information for students to understand more deeply

2.4 Presentation

Presentation is a teaching method often applied by teachers based on based learning principles The effectiveness of this method is highly dependent on the experience, the art of interpretation and persuasion of the student When the teacher guides a specific topic, students will be divided into groups to discuss and learn about the topic they have oriented Through this activity, students' cultural knowledge will be better and moreover, speaking and presentation skills will also

task-be greatly improved

Example: Unit 1: Presentation on disciplines in Vietnamese families

Time limit: 10 minutes

Prepare:

 Teachers ask students to prepare lessons at home, looking for information about Vietnamese family disciplines

 Students prepare at home, discuss in groups, and draw pictures, mind maps,

or slide designs on Powerpoint for presentations

Process:

 The teacher introduces the task to the student before the lesson

 One representative for each group will present to the class

 The teacher makes comments to the presentation team and draws conclusions Illustrations of student

Picture 6: Vietnam Family Disciplines

Unit 2: Human and the environment, Creative Experience in Group Presentation

Step 2: - The teacher groups and makes specific requirements

Divide the class into 5 groups:

Each group must discuss and design 1 to 2 recycled or reusable products (students can draw or model) write papers and present in front of the class

- Students prepare tools and discuss ideas from the previous lesson based on content: Recycling thing's name, material, How to make, what for?

- Carry out modeling and drawings of the group based on the discussed plan, students can write presentations and prepare models in advance at home

- Teachers ask students about the ingredients, ideas, and purposes of each product

- Display products, send representatives to present ideas and specify the criteria given Step 3: Practice speaking in groups and give presentations in front of the class: Students from other groups ask questions about the products of the groups in the class The sample question is as follows:

Eg: S1: What is the name of the recycling thing? / what is this?

S2: It's a flower vase

S1: What kinds of material do you use?

S2: They are the soft drink bottles Step 4: The groups comment and vote for the best group

- The teacher reviews the acting as well as the creativity of each group

Picture 7: Product of students

Chapter 3: Illustrations

Suggested activities adapted in lessons to exploit cultural factors in teaching communication and culture/ CLIL to enhance students’ participation in Thai Hoa High School:

3.1 UNIT 1: FAMILY LIFE

Activity: "Family Disciplines around the World"

Objective: To compare and contrast family values between the UK and other

countries, and to encourage students to reflect on their own family values

Materials:

• Information about family values in different cultures (e.g online articles, books, videos)

 Whiteboard and poster

 Handouts for students

Procedure:

Activity 1: Family disciplines in Viet Nam, England and Korea

Time limit: 10 minutes

 Begin the lesson by discussing the importance of family values in different cultures Ask students to share their own family values and how they were taught these values

 Introduce the concept of family values in the UK by sharing the information provided in the prompt

 Divide students into 3 groups and assign each group 3 different countries: Viet Nam, England and Korea Ask them to find information about the traditional family values in that country and how they are passed down from generation to generation

 Have each group write down their findings on the posters and present in front of the class, using the whiteboard to highlight the main points

 Facilitate a class discussion about the similarities and differences between family values in the UK and the other cultures that were researched Ask students to reflect on how their own family values compare to those discussed in class

Assessment: Evaluate students' understanding of the activity by assessing their group presentations and their responses to the handouts Additionally, observe their participation during the class discussion to ensure that they are engaged and actively contributing

Illustration of student:

Picture 1: Family disciplines in Viet Nam - QR code

Picture 2: Family disciplines in England- QR code

Picture 3: Family disciplines in Korea - QR code

Activity 2: values in different cultures

Time limit: 10 minutes

Prepare:

- Begin the lesson by discussing the importance of family values in different cultures Ask students to share their own family values and how they were taught these values

- Introduce the concept of family values in the UK by sharing the information provided in the prompt

- Divide students into 3 groups and assign each group 3 different countries: Viet Nam, England and Korea Ask them to find information about the traditional family values in that country and how they are passed down from generation to generation

- Have each group write down their findings on the posters and present in front of the class, using the whiteboard to highlight the main points

- Facilitate a class discussion about the similarities and differences between family values in the UK and the other cultures that were researched Ask students

to reflect on how their own family values compare to those discussed in class

- After 10 minutes, T asks ss to hang their poster on the blackboard, and then each of group choose a leader to present their ideas in front of the class

Assessment: Evaluate students' understanding of the activity by assessing their group presentations and their responses to the handouts Additionally, observe their participation during the class discussion to ensure that they are engaged and actively contributing

Illustration of the student

Picture 4: Family value - QR code of activity

3.2 UNIT 2: HUMANS AND THE ENVIRONMENT

Activity: "Reducing Your Carbon Footprint"

Objective: To encourage students to understand the concept of carbon footprint

and to take action to reduce their own carbon footprint

Materials: