(Skkn 2023) using video to teach lead in stage for some lessons in tieng anh 10 at do luong 2 upper secondary school

As a result, the students do not only get interested when the teaching and learning activities are run by using videos, but they can also get valuable and long lasting information throug

Subject: English Group: Literature - Foreign language

Phone number: 0987469038

School year: 2022-2023

CONTENT PAGE

PART I: INTRODUCTION 1

PART II: CONTENT 3

I THEORETICAL BACKGROUND 3

2.2 Advantages of using video in the classroom 6 2.3 Goals of using video in the classroom 8 2.4 Procedures of using video in the classroom 8 2.5 Challenges of using video in the classroom 9

II SITUATION ANALYSIS 10

1 Teaching and learning conditions at Do Luong 2 USS 10

2 The students’ background knowledge at Do Luong 2 USS 10

3 The reality of teaching methods for lead-in stage at Do Luong 2 USS 11

2.3 Participants of the survey 16

2.4 The urgency and feasibility of the suggested solutions 17 2.4.1 The urgency of the suggested solutions 17 2.4.2 The feasibility of the suggested solutions 17

PART I: INTRODUCTION

1 The rationale of the study

Innovating teaching methods is a basic requirement for Vietnamese teachers today It has become the most important challenge of general education reform as well as reform at the high school level One of the basic orientations of education innovation is to promote the initiative and creativity of learners The selection of strategies and teaching methods is an important point to the teacher to make a better lesson

Obviously, the rapid growth of technology has brought many innovations in education and especially in language teaching In recent years, teachers have made great efforts in carrying out new teaching methods and have achieved progress in promoting students' positive attitude towards learning In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process Besides textbooks and other interesting and engaging activities, videos such as: movies, songs, powerpoint presentations are widely used in English as a foreign language (EFL) classrooms This ensures students centeredness, autonomy, interaction and connectivity to a certain theme

Video materials nowadays are not only part of everyday life activities, but they are shown as an effective method in teaching English as a foreign language for all learners both inside and outside the classroom Videos as a medium to strengthen activities in the delivery of more efficient teaching The widespread use of English learning videos reveals that technology has been integrated into English language realm The use of videos can facilitate the students in more interesting learning activities because they can get different learning experiences when it can be implemented by teachers effectively Videos can give essential extra benefits for students’ learning experiences; enrich the students’ experience about language in use, improve their cross-cultural understanding, develop their creativity, and increase their motivation in learning

To attract students’ attention and cultivate their desire for learning at the beginning of teaching, it is essential for teachers to carry out a suitable and effective lead-in activity Lead-in is the first and most basic teaching step in English classrooms, and is important for efficient teaching With an appropriate lead-in, students will be motivated and become more concentrated and interested

in English classes Lead-in can cultivate students’ motive for learning and create

a fine learning and teaching environment, which influences the quality and efficiency of teaching

Considering the great benefits of utilizing videos and the importance of

lead-in in the EFL classrooms nowadays, I conduct the study “ Using videos to

teach lead-in stage for some lessons in Tieng Anh 10 at Do Luong 2 upper secondary school” to provide ways for using videos effectively and

meaningfully As a result, the students do not only get interested when the teaching and learning activities are run by using videos, but they can also get valuable and long lasting information through the videos presented by the teachers

2 The objectives of the study

The purpose of this study is to investigate the benefits that the language teachers and learners get in using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video material the teachers can improve and ensure student-centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence

3 The scope of the study

Firstly, the study was designed to find the best way to lead in the lessons and increase student’s interest in learning English through using videos Secondly, in the academic year 2021-2022, the researcher was in charge of teaching English for grade 10 students who studied the pilot textbook and got some benefits from using videos in teaching English Therefore, the study has been continued researching and applying for grade 10 students that use the textbook Tieng Anh 10 (Global Success), by Pearson, Vietnam Education Publish House Limited Company And the students in four classes: 10A1, 10A2, 10B2 and 10B3 at Do Luong 2 upper secondary school (USS) took part in the study from September 2022

4 The methods of the study

The main method applied to this study is experimental Firstly, the data from some related literature about the implementation of videos and lead-in stage of

a lesson in English language classrooms were collected and presented Then, the application of using videos to teach the lead-in stage of some lessons were carried out based on my experiences from adapting and applying some videos on Youtube or the videos made by myself Data from the survey among students also helps to find out necessary figures and solutions to the problems Finally, some conclusions were drawn from the surveys for teachers to attest more meaningful ways in deploying videos in the classrooms The components were expected to represent great roles of videos in leading to a lesson and some ways that can be applied by the EFL teachers in teaching by deploying videos

5 The significance of the study

The findings of this study would be significant to the teachers, the students as

well as the researchers First of all, for English teachers, this research may provide a useful and effective way to lead in the lesson by using videos instead

of boring traditional methods Second, the study would serve as input for students so that they will get general knowledge about the lesson and raise their interest in learning English Third, for other researchers, the result of the study would be expected to be a reference and contribute more information to solve the same issues Besides, this study might provide recommendations for English teachers at Do Luong 2 USS to prepare more effective lead-in stages for lessons

so that learners’ English would be improved not only in classrooms but also in social situations

PART II: CONTENT

be presented (Arendas, 1998: 240).” As is known to all, words like “front”,

“beginning” and “first time” can attract a person most It is because of “the first effect”, and the function of “the first impression” This kind of phenomenon is called “primacy effect” in psychology (Yan, 1999) As the proverb says: “A good beginning is half done.” Similarly, a good lead-in is a key factor for successful teaching It can initiate students’ thinking and arouse their desire for knowledge, serving as a magnet to draw students into the lesson and help students get a clear idea of what they are going to learn It also contributes to the formation of a good classroom atmosphere, helping students establish a positive mental state or attitude

of readiness

1.2 Objectives of lead-in

The start of the lesson sets the tone and context for all that follows It’s a way

to encourage students to actively engage with the topic and motivate them to

participate in the class It is also an important opportunity to allow your ESL students to warm up and get back into “English mode It helps us to kindle their interest and motivation An effective lead-in also establishes the context we want the learners to focus on Therefore, the lead-in to a lesson is really important and necessary

1.3 Principles of lead-in

It is very important to follow some principles to design lead-in Some researchers (e.g Hu Shuzhen, 1996; Willis, 1996; Yan Chengli, 1999; Slavin, 2004) have promoted some principles of designing lead-in The author summaries them as follows:

 Being interesting

The starting point of teaching is to stimulate students’ learning interest Psychologically, interest is a kind of positive emotion that comes into being during the process of the ways of knowing Interest in learning can lead to positive social interaction with members of the groups (Gardner & Miller, 1998) An interesting lead-in can stimulate students’ learning motivation Learners’ interest and motivation always take up a central place in language learning

 Being relevant

Designing lead-in must be based on the settled teaching aim and syllabus The aim and syllabus are the most important components to be considered in the design The materials chosen for lead-in should be related to the aim and syllabus of the lesson Besides, the design of lead-in should deal with the assumption about the content and context for teaching and learning, and deal with how learners are expected to learn and how teachers are expected to teach with respect to a particular set of instructional materials

 Being student-centered

Lead-in should be designed on the basis of students’ needs and conducted according to students’ cognitive and physical development There are different levels and characteristics in different students, which requires teachers to design lead-in with proper techniques to meet their different needs It helps to build up

a bridge between teachers and students and arouse their learning motivations and form a harmonious learning environment as well

 Being brief

It is not good to take up too much time when teachers are leading in a new lesson It is usually 3-5 minutes If teachers spend longer time on lead-in, it will probably cause the unclear teaching aim or key points

 Being authentic and close to students’ life

Canale (1983) stressed that being fully exposed to authentic materials is one of key factors for language acquisition Thus, the authentic materials in lead-in can genuinely improve students’ interest Life is the center of education, and teaching cannot be isolated from life With authentic materials which students are familiar with, students can express themselves freely and build the

confidence to interact with teachers as well

1.4 Strategies of lead-in

How can we have an efficient and meaningful lead-in? Is there a best method

to do so? There is no right answer so far, but there are some strategies that will help teachers make a good lead-in, although teachers do not have to take these as things that never change

 Situational lead-in

Situational lead-in creates authentic or situated learning which takes place in the setting similar with the actual life Halliday (1964) held the view that when we acquire our primary language; we do so by learning how to behave in situations, not by learning rules about what to say The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”, which involves being able to use language appropriately to a given social context In situational lead-in, teachers set up a situation that students are likely to encounter

in real life, which stimulates students’ desire to communicate in their familiar settings

 Multi-media lead-in

With the development and popularity of computers and the internet in the information era, network technology plays an important role in education The multi-media education gathers different pictures, texts, images, voices, etc to display various information, which makes the lifeless knowledge interesting and abstract things concrete Compared with traditional teaching, multi-media lead-

in has at least two advantages First, multi-media can provide a great deal of real visualized stuff The students can be promoted from the visualized stuff to their own understanding Second, in multi-media lead-in, students can be activated by the harmonious, natural and relaxing environment and be led into the new lesson unintentionally and naturally, not feeling tired or boring When using multi-media lead-in, teachers should choose the information relating to the lesson for slices of powerpoint

 Dialogue lead-in

Using dialogues is a good method to lead in a new lesson Dialogues can be given between teacher and students or among students themselves on the topics like campus life, family, friends, hobbies, holidays, etc., as they are interesting topics for students In dialogue lead-in, teachers should provide chances for students to chat, and necessarily, exert subtle influence to help students to complete the dialogues By making dialogues, students can be directed into the new lesson naturally

 Question lead-in

Question lead-in is probably the most common way in leading-in teaching It

is simple but effective to lead in a new lesson “Questions to students in the course of the lesson serve many purposes, one of which is to prompt students to take the next mental step” (Slavin, 2004:223) Thus, a good teacher should be

an effective questioner In the lead-in stage, teachers should be skillful in selecting appropriate questions for the subject matter and the purpose of the lesson before presenting the new materials By question lead-in, students’ attention can be drawn to the lesson from the beginning

 Storytelling lead-in

Funny and interesting stories can help students to develop a positive attitude to learning Storytelling lead-in is another important way to stimulate students’ interest in learning It can provide a meaningful and natural context for students

to begin a new lesson When teachers are telling stories, the language should be simple; the pronunciation should be accurate and the speed should be appropriate In addition, the use of body language and facial expressions is very helpful for students to understand the stories In order to make the lead-in part more interesting, teachers can also encourage students to tell stories Telling stories can inspire their imagination, develop their own creativity and their speaking skill

2 Video

2.1 Definition of video

According to Oxford Advanced Learner’s Dictionary, a video is a type

of magnetic tape used for recording television pictures and sound In general, there are two types of videos namely analog and digital videos According to Hamdan Husein & Dessy Noor Ariani (2016), an analog video is a video that is stored in non-computer computers such as television, video tapes and movies While a digital video is a video produced by the computer industry Brame (2016) explains the most important for maximizing student attention to educational videos is to keep it short and the full engagement time for videos less than 6 minutes long, so that the students tend to watch the whole video Also, the video has a variety of graphic, audio and visual elements that are compiled within a specific time period and the result can be watched repeatedly (Afizal & Ahmad Fauzi, 2015)

2.2 Advantages of using videos in the classroom

There are many benefits to using videos in education as shown in several decades of research According to Michael Aubry there are 5 main benefits of using videos in the classroom

 Facilitating thinking and problem solving

Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic is indeed engaging and insightful but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself These include research skills, collaborative working, problem-solving, technology, and organizational skills (Biggens, N.D.)

 Assisting with mastery learning

In some cases, videos can be as good as an instructor in communicating facts

or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004) Voice-over is a fantastic multimedia approach to teaching E-Learning can be dramatically enhanced by using voiced content in the teaching process Voice content is a voice-over agency that offers the highest quality professionals for any project, speaking in any language or accent

 Inspiring and engaging students

More recently, Willmott et al (2012) show that there is strong evidence that digital videos reporting can inspire and engage students when incorporated into student- centered learning activities through:

● increased student motivation

● enhanced learning experience

● higher marks

● development potential for deeper learning of the subject

● development of learner autonomy

● enhanced team working and communication skills

● a source of evidence relating to skills for interviews

● learning resources for future cohorts to use

● opportunities for staff development

 Authentic learning opportunities

The work of Kearney and colleagues show the benefits of using videos to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how videos encourage academic rigor from an advocacy, research-based perspective

 Networked learning

Asensio and Young (2002) assert that the seamless integration of digital videos with other tools offers an opportunity to experiment with videos as a focus for networked learning They developed the Three I’s framework (image, interactivity, and integration) to assist teachers with the pedagogic design and development of video streaming

2.3 Goals of using videos in the classroom

According to Wang (2015), there are three goals of teaching English with video materials: The first is to facilitate the development of EFL learners’ language skill It means a video can provide a lot of information for the learners, get their attention to focus on the material in the video, and improve their comprehensive linguistic competence The second is to cultivate students’ competence in intercultural communication When the video is presented in the classroom, it not only gives information about the language, but the learners also can learn about the culture of English native speakers Then, it can support the learners’ communicative competence in English The third is to cultivate students’ aesthetic values and ability to appreciate English videos of Artistic values In this case, the video does not only present information about what the students have watched, but it is expected to make the students have aesthetic impressions of the video in their mind It can encourage them to have deep thinking and critical review Therefore, the students can get a lot of benefits from the video

2.4 Procedures of using videos in the classroom

Berk (2009) states several commons procedures of using a video clip in teaching:

 Step 1: Pick a particular clip to represent the main content of the video

When using a video, the teacher does not always need to let the students watch the whole part of the video, but they can select some essential parts and discuss it with the students

 Step 2: Prepare guidelines for students’ activities and discussion

questions on what they have to see, hear and look for

Commonly, when a video is presented in the class, there is no specific

instruction about what the students have to learn from the video and what they have to do after watching the video This matter should be well organized to guide the students in achieving the learning objectives

 Step 3: Introduce the video briefly

Giving information to the students about what they have to watch is an important action to activate the students’ prior knowledge and help them in the process of comprehending the information

 Step 4: Play the video

When playing the video, the teachers have to facilitate the students to focus

on what they watch

 Step 5: Stop the video at any part to highlight a point or replay it for

exercises

It will be effective to guide the students to understand what they learn

 Step 6: Set a time for reflection on what they have watched

This activity is really beneficial in order to gather information that relates to the students’ understanding about what they have watched In addition, it can facilitate the students to practice their communicative competence, especially in delivering information orally

 Step 7: Design an active learning activity

This last point is the most influential; the teaching and learning activities will not run effectively if the teachers do not prepare what the teachers and students have to do during the class In this part, the teachers’ capabilities to run appropriate techniques are needed

However, the steps of this procedure can be changed based on the aims and process of teaching

2.5 Challenges of using videos in the classroom

Harmer (2006) stated videos can give essential extra benefits for students; however, in this advanced technology era, the teachers have to face some challenges in utilizing videos in the classrooms

The first challenge that the teachers have to face relates to their capability in deploying videos in the classroom and utilizing other technology devices such

as computer, laptop, projector, earphones, and some other programs or tools The teachers have to be the one who knows very well how to use the devices to facilitate the students during the teaching and learning process

Another challenge in utilizing videos in EFL classrooms is the teachers’ capability in selecting appropriate videos that can effectively support the students in developing their communicative competence Actually there are numerous English videos produced nowadays, they can be accessed or downloaded easily on the internet However, the videos that will be used in the class should be in line with the purpose of teaching the language The videos should be selected based on some criteria, such as students’ learning topics that refer to the syllabus of the school and also students’ English level In short, teachers have to be able to provide appropriate videos that will be presented based on the students’ needs

Furthermore, teachers have to have rich techniques in teaching by using videos It means that the videos should be presented in various interesting and meaningful ways Teachers have to be able to understand and apply various techniques of teaching by using videos, such as full viewing, freeze framing technique, silent viewing, and others (Harmer, 2006)

Last but not least, the challenge is that teachers have to develop themselves as creators, producing videos to fulfill their students’ needs in learning activities Teachers have to be able to facilitate students’ needs and create effective videos that can support the students’ learning activities successfully

II SITUATION ANALYSIS

1 Teaching and learning conditions at Do Luong 2 USS

Today, more than ever, the role of educational technology in teaching is greatly important because of the use of information and communication Teachers and students themselves see a lot of advantages of educational technology Teachers are more convenient to guide and transfer content of the lesson to students Students also get interested in the lectures As a result, both teachers and students will achieve educational goals easier Being aware of the benefits of modern inventions in teaching and learning, Do Luong 2 USS has equipped with modern teaching facilities Besides some projectors and a computer room, a lot of the classrooms, especially the ones for grade 10 have a smart television This is very useful and convenient for both the teachers and the students to teach and learn through videos

2 The students’ background knowledge at Do Luong 2 USS

Do Luong 2 USS is located in a rural area, most of the students are from income families In recent years, the enrollment to my school seems to be easy for students whose entrance examination results are low In addition, the parents’ and students’ awareness of the importance of English is limited, which is a big difficulty for their study of English Although all students started to learn English

low-at least from grade 3, most of them cannot use it Students own little vocabulary, few grammar points, and they don’t even know how to pronounce simple words correctly Students also lack knowledge about surrounding life Accordingly, it is difficult for them to identify the topic of the lessons or express their thoughts and ideas about something relating to the topic If teachers do not have suitable teaching methods to lead in the lesson, students actually get bored with the lesson Consequently, teachers and students cannot meet the aims of the lesson

3 The reality of teaching methods for lead-in stage at Do Luong 2 USS

In recent years, the teachers in my school have applied new methods in teaching English and we have made good progress in improving English for students In fact, to start a lesson, we have applied many different techniques to teach lead-in stage such as playing games, asking questions, showing pictures and

so on However, for the classes with weak students, teachers usually use a presentation method to lead directly if the topic is difficult and not familiar with their students Sometimes, if the content of the lesson is so long, teachers even ignore the lead-in stage to save time for the main activities As a result, students cannot develop their ability in guessing the topic of the lesson, they are not interested in the lesson and the lecture doesn’t go smoothly

4 The textbook and learning material resources

Obviously, official Tieng Anh 10 textbooks are designed more logically than the previous ones The content of the textbook is familiar to students It contains 10 units with 8 lessons for one Each lesson has its own topic, which makes it easier for teachers to use videos to start the lessons

In addition, using videos for learning in the classroom has been around for decades, but with the growth of digital technology in recent years, the range of opportunities is now greater than ever before Teachers can search for videos from the internet, then edit them easily based on the requirements of the lesson Thirty years ago, a teacher might have occasionally wheeled out a television and recorder during class once or twice a term These days, video resources are readily available online, and teachers can make use of them in a much more integrated way

III SURVEY AND FINDINGS

1 Survey

To conduct this research, the first survey was done by students who were provided questionnaires (Appendix 1) The questions relate to students’ attitude toward the way to start a lesson, the effectiveness of the lead-in stage, their preference and participation in English classes This teaching method was applied during the academic year 2021-2022 with the participation of four classes at Do Luong 2 USS with significant results Therefore, in this school year I continue to

apply this teaching method for four other classes including 10A1, 10A2, 10B2 and 10B3 with 164 students The survey was conducted twice One was before using videos to lead in the lesson and the other was after using this teaching method All the five questions in the questionnaires for the students were written in Vietnamese to ensure that students fully understood the questions and were able to give the answers correctly In order for the data of the survey to be collected objectively, the questionnaire was delivered one day in advance, so the participants would have enough free time and privacy to answer the questions independently and thoroughly The respondents could hide their names and were encouraged to express their ideas frankly

Some photos illustrating the survey process:

Photos of sending the survey to students

The lead-in stage hepled you get the topic of the lesson easily.

The lead-in stage motived you to join the lesson

The lead-in stage improved your language and teamwork skills.

Strongly agree Agree Disagree Strongly disagree

Chart of students’ attitude toward the lead-in stage before using videos

2 Findings

The figure shows that before using the videos to lead in the lesson, most of the students find that the lead-in stage is an important activity However, 94 students (accounting for 57.40%) did not feel excited about learning English at school because their English classes were not relaxing and interesting Only 66 per 164 (40.1%) students agreed that they could get to know the overall content of the lessons easily when the lessons started Accordingly, the lead-in stage did not motivate more than a half of the students to take part in the lesson As can be seen from the chart, the number of students whose language and teamwork skills were not improved through the lead-in stage reached 97 students (59.14%) Clearly, it is time English teachers changed the methods to start a lecture so that they can motivate students’ participation, make them more interested in the lessons and feel confident to use English in the class

IV SOLUTIONS AND IMPLEMENTATION

1 Solutions

1.1 Choosing the topic

In Tieng Anh 10, there are 10 units and each unit includes 8 lessons with different topics Instead of using pictures, questions or other techniques to lead in the lessons, videos seem to be more effective tool for some specific topics:

Unit Lesson Topic

Unit 1: FAMILY LIFE Lesson 1: Getting started Household chores

Unit 2: HUMANS AND

THE

ENVIRONMENT

Lesson 3: Reading Green lifestyle

Unit 3: MUSIC Lesson 3: Getting started A talented artist

Unit 4: FOR A BETTER

COMMUNITY

Lesson 3: Reading Teenagers and voluntary

work Unit 5: INVENTIONS Lesson 3: Reading Artificial Intelligence

Unit 6: GENDER

EQUALITY

Lesson 3: Reading For an equal world

Unit 7: VIETNAM AND

INTERNATIONAL

ORGANISATIONS

Lesson 6: Writing Viet Nam’s participation

in international organisations Unit 8: NEW WAYS TO

Lesson 3: Reading Environmental problems

Unit 10: ECOTOURISM Lesson 1: Getting started An eco-friendly field trip

to Phong Nha Cave

- To help students identify the topic of the lesson

- To warm up the class and motivate students to take part in the lesson

- To improve language skills and teamwork skill for students

*Procedure of the lead-in stage

 Step 1: Give the task to students

 Step 2: Play the video

 Step 3: Carry out the game

 Step 4: Lead in the lesson

Based on the aims of different games, the order of step 2 and step 3 may be changed

2 Survey on the urgency and feasibility of the suggested solutions

2.1 Objectives of the survey

To help the research to supplement, adjust and improve the proposed solutions, and at the same time confirm the urgency and feasibility of the proposed solutions

* Investigating the urgency of the following issues:

- Using videos to lead in some lessons in Tieng Anh 10

- Choosing videos with familiar content to help students identify the topic of the lesson easily

- Designing many different kinds of activities for the lead-in stage to create interests and motivate students to take part in the lessons

2.2.2 Survey methods and rating scale

* The method used for the survey is a questionnaire exchange with 6 questions in Appendix 2 All the questions were written in Vietnamese to ensure that the teachers fully understand the questions and give the answers objectively through Google Form software In order to confirm the urgency and feasibility of the proposed solutions in the topic, I have consulted with relevant stakeholders according to the following steps:

 Step 1: Design the questionnaire

 Step 2: Select the participants of investigation

 Step 3: Conduct investigation

 Step 4: Collect, process results and analyze survey results

* Rating scale: we use a 4-level rating scale (corresponding to a score from 1 to 4):

- Level of the urgency: Not urgent (1 point); Less urgent (2 points); Urgent (3 points) and Very urgent (4 points)

- Level of the feasibility: Not feasible (1 point); Less feasible (2 points); Feasible (3 points) and Very feasible (4 points)

* The measure to calculate the average score: after obtaining the results of the survey through Google Form I use Excel software to calculate the average score of the survey participants

The comment on urgency and feasibility: not urgent/ feasible: 1.0-1.75 point, less urgent/feasible:1.76-2.50 points, urgent/feasible: 2.51-3.25 points, very urgent/feasible: 3.26-4.0 points

2.3 Participants of the survey

In order to get data for this study, another survey was conducted for English teachers at Do Luong 2 USS and Anh Sơn 2 USS

No Participants Quantity

2.4 The urgency and feasibility of the suggested solutions

2.4.1 The urgency of the suggested solutions

No Solutions Parameters

Levels

1 Using videos to lead in some lessons in Tieng Anh

10

3.71 Very urgent

2 Choosing videos with familiar content to help

students get the topic of the lesson easily

3.71 Very urgent

3 Designing many different activities for the lead-in

stage of each lesson to create interests and

motivate students to take part in the lessons

3.21 Urgent

As can be seen from the result of the survey, teachers in two schools have positive

attitudes toward using videos in teaching the lead-in stage They all believe that the lead-in stage is urgent for some lessons in the Tieng Anh 10 textbook In addition, these teachers agree that it is urgent to choose videos with familiar content to help students get the topic of the lesson Most of the English teachers in both schools find that lead-in stages designed in different activities motivate students to take part in the lessons is really urgent

2.4.2 The feasibility of the suggested solutions

No Solutions Parameters

Levels

1 Using videos to lead in some lessons in Tieng Anh

10 based on the teaching aids of the school

3.14 Feasible

2 Choosing videos with familiar content to help

students get the topic of the lesson easily

3.43 Very feasible

3 Designing many different activities for the lead-in

stage of each lesson to create interests and

motivate students to take part in the lessons

3.43 Very feasible

The result also shows that the teachers in both schools find the benefits of using videos to lead in the lesson for 10 grade students They agree that with the current teaching facilities at the schools, videos are feasible to apply in teaching

In addition, if the content of videos is familiar to students, they will get to know the topic of the lesson easily The teachers completely believe that designing many different activities for the lead-in stage of each lesson to create interests and motivate students to take part in the lessons is really feasible

Some photos illustrating the survey process:

Photos of sending a survey of urgency and feasibility to teachers

Photos of survey results on the urgency and feasibility of solutions

Photo of using Excel to process survey results for the urgency and feasibility

3 Implementation

After the survey, we found that the problems and solutions proposed by the topic are very urgent and feasible in the current period We have conducted experiments to determine the effectiveness and significance of the study

- Get an overview about the topic: Family life

- Gain the lexical items related to household chores

 Core competences and language skills

- Improve listening and speaking skills

- Be collaborative and supportive teamwork

- Set a relaxing atmosphere for students and motivate them to join class activities actively

 Personal qualities:

- Be active to present the knowledge

- Be aware of responsibilities for household chores in the family

 Type of work: Teamwork

 Preparation: Computer connected to the internet, TV, video

 Procedure:

 Step 1: Give the task

- T introduces the task to students (Sts):

+ T plays the video in 3 minutes, Sts watch it and try to remember the activites that each member of the family does

 Step 2: Play the video

- T plays the video

Video link: https://youtu.be/eVBOmyC7474

- Sts watch it and remember the activities

 Step 3: Carry out the game

- T divides the class into 4 teams

- Each team is given 3 pieces of paper with 3 activities (12 different activities in total

- T divides the board into 3 columns with 3 headline: FATHER, MOTHER,

DAUGHTER

- Each team will go to the board and stick the piece of paper in the right column

- T shows the answer

- The team fishing first with more correct answers is the winner

 Step 4: Lead in the lesson

- T asks Sts:

What is the video about?

- T points to the keys and asks:

What are the activities related to?

Expected answer:

+ It is about family life

+ Household chores

- T leads in the lesson: To make our family happy, every member must take

responsibility for sharing household chores Today, we start Unit 1: Family Life

and our topic today is Household Chores

- Get an overview about the topic: Green Lifestyle

- Gain the lexical items related to the ways to protect the environment

 Core competences and language skills

- Improve listening and speaking skills

- Be collaborative and supportive teamwork

- Set a relaxing atmosphere for students and motivate them to join class activities actively

 Personal qualities:

- Be active to present the knowledge

- Be aware of responsibilities for protecting the environment

- Recognise what activities are related to a green lifestyle and be ready to adopt them in their lives

 Type of work: Teamwork

 Preparation: Computer connected to the internet, TV, video, pens, posters

 Procedure:

 Step 1: Give the task

- T introduces the task to Sts:

+ T plays the video in 3 minutes

+ Sts watch the video and try to remember the ways to protect the environment

 Step 2: Play the video

- T plays the video

Video link: https://www.youtube.com/watch?v=X2YgM1Zw4_E&t=158s

- Sts watch the video and remember the ways to protect the environment

 Step 3: Play game

- T divides the class into 6 teams

- T plays the wheel Each group has chances to give the answer by random

- The team that has more correct answers is the winner

 Step 4: Lead in the lesson

- T shows solutions for environmental problems

- T asks Sts:

+Do you often do these activities in your life?

+ What are the activities related to?

* Expected answer:

+ Yes, we do

+They relate to Green lifestyle

- T leads in the lesson: Our environment is being seriously destroyed, at your age

you can take some simple actions to help save the environment One of them is carrying out a Green Lifestyle