Skkn cấp tỉnh adapting activities in teaching communication and cultureclil lessons to foster communication skills for 10th graders at thai hoa high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAININGTHAI HOA HIGH SCHOOL TEACHING EXPERIENCE ADAPTING ACTIVITIES IN TEACHING COMMUNICATION AND CULTURE/CLIL LESSONS TO FOSTER COMMUNICATION SKILL

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

THAI HOA HIGH SCHOOL

TEACHING EXPERIENCE

ADAPTING ACTIVITIES

IN TEACHING COMMUNICATION AND CULTURE/CLIL LESSONS

TO FOSTER COMMUNICATION SKILLS FOR 10 th GRADERS AT THAI HOA HIGH SCHOOL

Teacher: Nguyen Thi Huyen

Subject: English

THAI HOA, 2024

1.1 Reasons for teaching experience 1

2.2 Role Play & Simulations in CLIL Contexts 14

2.4 Reading & Comprehension Activities in CLIL Settings 19

3.2 Unit 7: Viet Nam and international organisations 24

Chapter 5: Investigate the necessity and feasibility of the teaching

APPENDIX

PART I: INTRODUCTION 1.1 Reason for teaching experience

In recent years, there has been a mounting recognition of the importance ofequipping students with robust communicative skills, especially in the context ofContent and Language Integrated Learning (CLIL) Given this premise, it becomespertinent to delve into the strategies and methods to optimize the development ofthese skills in the classroom setting

Admittedly, the significance of communicative skills cannot be overstated

In an increasingly interconnected global community, the ability to articulatethoughts and ideas effectively is crucial Moreover, communicative skills are notjust limited to the realm of personal interactions but play a pivotal role in theprofessional sphere as well Therefore, nurturing these skills in the formative years,particularly for 10th graders, sets the stage for lifelong competence

Furthermore, CLIL, by its very nature, underscores the importance ofmerging content learning with language proficiency However, conventional CLILlessons might not always prioritize the cultivation of communicative skills.Consequently, there exists a gap between the potential benefits of CLIL and itsreal-world application, especially in terms of nurturing students' capacity tocommunicate

Additionally, the unique demographic and cultural backdrop of students atThai Hoa high school brings forth specific challenges and opportunities Thediversity of the student body, in terms of linguistic and cultural backgrounds,necessitates a tailored approach to instruction Thus, merely transplanting genericCLIL activities may not suffice It is essential to adapt these activities in a way thatresonates with the students' lived experiences and caters to their specific needs

Equally important, research indicates that engaging, interactive, andcontextually relevant activities can significantly enhance the learning experience

By adapting activities that are attuned to the students' backgrounds and interests,

in turn, can lead to better retention, understanding, and application of the contentand language skills.

In conclusion, the rationale behind this study lies in bridging the gapbetween the overarching goals of CLIL and the specific needs of 10th graders atThai Hoa high school by adapting activities to foster communicative skills,educators can ensure that students are not only proficient in the content but alsoequipped with the ability to articulate, converse, and engage effectively in diversesettings This endeavor, undoubtedly, will prepare students for future challengesand opportunities in both their academic and professional lives

For the reasons above, in order to make CLIL/Culture lessons more

approachable and effective, I have integrated “Adapting activities to foster communication skills in teaching communication and culture/CLIL lessons for 10th graders at Thai Hoa high school”.

1.2 Purpose of teaching experience

The primary objectives of this study is to evaluate, design, and implementadapted activities tailored to develop communicative skills in students participating

in communication and culture/CLILlessons By focusing on 10th graders at ThaiHoa high,the study aims to:

● Assess the current state of communicative skills: Before introducing

adapted activities, it's imperative to understand the existing level of communicativeskills among the students This baseline assessment will provide valuable insightsinto the areas of strength and those that need enhancement

● Identify gaps in conventional CLIL activities: By reviewing the current

CLIL activities, the study aims to pinpoint where they might be lacking infostering effective communication This could include instances where students arepassive recipients rather than active participants in the learning process

● Design tailored activities: Drawing from the findings, the study will design

activities that are not only aligned with the CLIL framework but also specificallyaim at bolstering communicative skills These activities will consider the uniquecultural and linguistic backgrounds of the students at Thai Hoa high school

● Implement and monitor: Once the activities are introduced into the

curriculum, the study will monitor their effectiveness This could involve periodicassessments, feedback sessions, and classroom observations to ensure that theactivities are meeting their intended goals

● Provide recommendations for future interventions: Post implementation

and monitoring, the study will offer insights into what worked, what didn't, andwhy These findings will be invaluable for educators, curriculum designers, andpolicy-makers aiming to further refine CLIL lessons for improved communicativeskill development

In essence, the purpose of this study is not just to improve the quality ofCLIL lessons, but to make a lasting impact on the communicative proficiency ofstudents, preparing them for a future where effective communication will be aninvaluable asset

1.3 Background of teaching experience

The scope of the study provides a clear delineation of its boundaries andlimits, ensuring that the research remains focused and manageable Here are theparameters that define the scope:

⮚ Participants:

The study may involve surveys, interviews, and classroom observations of10th-grade students in Thai Hoa High School in the second term of school year2022-2023 and 2023-2024

While the findings of the study may be limited to Thai Hoa High School's 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

10th-in their classrooms

1.4 Innovation of teaching experience

To enhance the experience of adapting activities to develop communicativeskills in teaching culture and CLIL (Content and Language Integrated Learning)lessons for 10th graders at Thai Hoa High School, several innovative factors can beintroduced These new methods, compared to traditional teaching approaches,focus on more interactive and student-centered learning.

Instead of traditional lectures, students could engage in project-basedlearning where they work on real-world cultural projects This method promotesactive learning and encourages students to use the target language in practicalscenarios For instance, students could create a cultural exhibition or adocumentary about a specific cultural aspect, thereby improving their research,teamwork, and communication skills in the target language

Besides, incorporating role-playing and simulations can greatly enhancecommunicative competence Students could participate in mock scenarios, such asdebates, interviews, or cultural negotiations, which require them to actively use thelanguage in a contextually relevant manner This immersive experience not onlyimproves their language skills but also their understanding of cultural nuances

In addition, utilizing digital tools and platforms can transform the traditionalclassroom Interactive apps for language learning, online forums for culturalexchange, and virtual reality tours of historical sites can provide an engaging andimmersive learning experience These tools make learning more dynamic andaccessible, catering to different learning styles

Last but not least, collaborative Learning: Shifting from individual to groupwork encourages collaborative learning Students could work in teams on tasks likelanguage games, group discussions, or peer teaching sessions This not only fosterscommunicative skills but also teamwork and intercultural understanding, asstudents learn from and with each other

By integrating these innovative methods into the curriculum, Thai Hoa HighSchool can provide a more engaging, effective, and communicative learningexperience for its 10th graders These methods not only enhance language skillsbut also deepen cultural understanding, which is crucial in CLIL education

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

of teaching English with a view to motivating as well promoting students to reach

their potential

1.5 The research methodology

The research methodology outlines the systematic plan to be employed toaddress the objectives of the study The following is a proposed methodologytailored to the study:

⮚ Research design:

● Exploratory Research: Begin with an exploratory phase to understandthe current state of communication and culture/CLIL lessons and thecommunicative skills of the 10th graders This will help in identifyinggaps and areas of potential improvement

⮚ Data collection methods:

● Observations: Conduct classroom observations to assess theeffectiveness of current CLIL activities in fostering communicativeskills

● Interviews: Conduct structured interviews with educators to gaindeeper insights into challenges and opportunities in the existingcurriculum

● Pre-and Post-Assessments: Before and after the implementation ofadapted activities, carry out assessments to measure changes instudents' communicative proficiency based on speaking rubrics

⮚ Implementation of adapted activities:

● Based on the findings from data collection and analysis, designtailored activities to enhance communicative skills

● Integrate these activities into the CLIL lessons for a designatedperiod, ensuring teachers are trained and equipped to deliver them

⮚ Evaluation:

● Compare pre- and post-implementation assessment results based onrubrics to gauge the impact of the adapted activities oncommunicative skill development.

● Use statistical tests to ascertain if observed changes are statisticallysignificant

By employing this structured research methodology, the study aims toprovide rigorous and actionable insights into how Communication andCulture/CLIL activities can be effectively adapted to promote communicationskills among 10th graders at Thai Hoa high school

1.6 Structure of the research

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

1.7 Plan of the research

2 From September 2023 to March 2024 Applying the initiative

and writing research

PART II: CONTENT OF THE RESEARCH Chapter 1 Theoretical and Practical Background 1.1 Theoretical background

1.1.1 Definition of culture and communication skills.

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

In fact, cultural management is not like that, cultural management at the communelevel 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 Soculture 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 JoannaWiseman [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 inEnglish and they will not only learn about science, but they will also gain relevantvocabulary 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

re-truly integrate the language and content in order to be successful - and success isdetermined when both the subject matter and language is learned.

Communication skills encompass a broad set of abilities and competenciesessential for effective interaction and exchange of information between individuals

or groups These skills encompass both verbal and nonverbal forms ofcommunication, including speaking, listening, writing, and interpreting nonverbalcues such as body language and facial expressions

At its core, communication skills involve the capacity to articulate thoughts,ideas, feelings, and information clearly and coherently [4] This includes usingappropriate language, tone, and style tailored to the audience and context Effectivecommunicators can convey complex concepts in a manner that is understandableand engaging to others

Moreover, communication skills entail active listening, empathizing withothers, and demonstrating attentiveness and receptivity to their messages [5] Thisinvolves not only hearing the words spoken but also understanding the underlyingemotions, perspectives, and intentions conveyed through verbal and nonverbalcues

In addition to transmitting messages, communication skills involve theability to interpret and respond to the communication of others according toAdler[6] This requires analytical thinking, critical listening, and the capacity toengage in constructive dialogue and feedback exchange

Furthermore, communication skills encompass the capacity to adaptcommunication strategies to diverse cultural, social, and situational contexts[7].Effective communicators demonstrate cultural sensitivity, respect for diversity, andthe ability to navigate differences in communication styles and norms

Overall, communication skills are fundamental to interpersonalrelationships, professional success, and societal engagement [8].They enableindividuals to build rapport, foster collaboration, resolve conflicts, and achievemutual understanding In essence, communication skills serve as the cornerstone of

effective human interaction, facilitating the exchange of ideas, knowledge, andexperiences essential for personal and collective growth."

In this version, I've included the names of authors and their respective worksthat align with the concepts presented in each section of the definition Thesescholars have made significant contributions to the field of communication studies,and their works are commonly referenced in discussions about communicationskills and theory

1.1.2 The importance of developing communication skills in teaching CLIL.

The integration of communicative skills into the CLIL framework is rooted

in several educational and linguistic theories This study builds upon thesefoundations to explore tailored adaptations for 10th graders at Thai Hoa highschool

First and foremost, the principles of CLIL are grounded in the concept thatlanguage is not just a subject to be studied in isolation but a medium for acquiringknowledge in various content areas According to[9], CLIL offers "a dual-focusededucational approach in which an additional language is used for the learning andteaching of both content and language."

Furthermore, the importance of communicative competence in languageacquisition is highlighted by[10], who argued that being able to communicateeffectively is not just about mastering grammar but also about knowing when,why, and in what manner to use language

Additionally, as [11] posited in his socio-cultural theory, learning isinherently a social process, whereby interaction plays a pivotal role in cognitivedevelopment In this light, CLIL lessons that integrate activities fosteringcommunication can essentially be seen as creating zones of proximal development,where learners, through interactions, bridge the gap between what they can doindependently and what they can do with assistance

Moreover, the focus on adapting activities to specific contexts resonates

in language acquisition By tailoring activities to the unique demographic andcultural context of Thai Hoa, the study aims to ensure that the language input inCLIL lessons is both comprehensible and relevant to the students.

In conclusion, the theoretical underpinning of this study draws from a richtapestry of research in both education and linguistics By weaving together thethreads of content and language integration, the significance of communicativecompetence, the social nature of learning, and the importance of contextuallyrelevant input, this study seeks to enhance the CLIL experience for 10th graders atThai Hoa high school

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

+ CLIL is seen as a teaching method (or a teaching approach), in which thesubject content or part of the subject content is taught in a language other than themother tongue, in order to achieve both objectives: learning subject knowledge andlearning 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 forcommunication 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 andacquire knowledge In other words, language is both a tool for learning and a toolfor communication Coyle [6; pp 36] provides a framework for the analysis of thevehicular 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

1.2 The practical basis

1.2.1 The siuation of teaching communication and culture/CLIL before applyingthe measure

a Advantages

Firstly, CLIL offers a holistic learning experience By merging subjectcontent with language instruction, students don't merely memorize facts or learn alanguage in isolation Instead, they internalize both, understanding the practicalrelevance of the language as they delve into different subjects This dual focusinvariably prepares them for a world that values multitasking and multifacetedskills

Moreover, the real-world relevance inherent in CLIL can be a strongmotivator Students often find themselves more engaged when they can see thepractical applications of what they're learning Instead of asking, "Why am Ilearning this?", they witness firsthand how language permeates various aspects oflife and knowledge

Another advantage lies in the cultural exposure CLIL facilitates Throughstudying subjects in a different language, students are indirectly exposed to newperspectives, values, and ways of thinking This can be invaluable in fostering aglobal mindset and promoting cross-cultural understanding.

Furthermore, CLIL has the potential to hone students' higher cognitiveskills The simultaneous focus on subject content and language requires students toprocess information at deeper cognitive levels, refining their analytical andevaluative abilities

Lastly, in a globalized world, bilingualism or multilingualism is a treasuredasset Students who undergo CLIL at Thai Hoa High School are better poised tonavigate diverse environments, be it in higher education or the professional world

b Disadvantages:

On the flip side, resource constraints can be a major challenge EffectiveCLIL instruction demands specialized materials and teachers trained in both thesubject matter and language instruction Given these specialized needs, schoolsmight grapple with both obtaining the right resources and ensuring consistentquality in CLIL instruction

Additionally, the dual demands of CLIL can sometimes be overwhelmingfor students The challenge of mastering both the content and the language can lead

to potential burnout, especially if the student faces difficulty in one or both areas

Assessment is another area of concern Measuring students' performance inCLIL settings is nuanced Teachers need to ensure that a student's struggles withlanguage don't overshadow their understanding of the subject matter, and viceversa

The variability in language proficiency among students at Thai Hoa HighSchool can also be a significant hurdle In a single CLIL class, addressing theneeds of both novices and those more proficient in the language can be a dauntingtask for educators

Finally, there's the issue of time Balancing language instruction withcontent delivery means that sometimes there might not be enough time dedicated

to either, leading to potential gaps in knowledge or skills

In summary, while the advantages of CLIL at Thai Hoa high school arecompelling, with promises of holistic education and enhanced global readiness, it'simperative to navigate its challenges with foresight Only with a balanced approachcan the school truly harness the potential of CLIL while mitigating its drawbacks.1.2.2 Results of students’ attitude survey before applying the measure

To assess the current situation of learning CLIL at school, I distributed asurvey questionnaire to 10 graders Here are the results of the survey:

I have carried out a survey of 40 students from 4 classes 10 at Thai HoaHigh School with specific numbers in the following table:

Table 1 The number of students in the survey

The following chart will show specific data after the survey to rate your level of

agreement with the following statements (APENDIX 1)

Table 2 Survey about 10 th students’ opinions

The chart below provides detailed information about four groups of opinionwho conducted a survey of whether they had trouble comprehending the materialwhen it is being taught in a second language

Overall, the people who strongly agree with this statement constitute themajority It can also be seen that a few remain sitting on the fence, while only aminority of people protest

It can be seen that more than half of the proportion firmly concur with thisassertion, or, in detail, 65% Also, 20% of people show the same attitude It isnoticeable that 10% of people remain impartial to the survey

On the other hand, people with opposite opinions report an extremely lowpercentage, respectively, 5% for fiercely objecting and 2,5% for firmly objecting

According to the table on whether they appreciate learning communicationand culture, 6 youngsters 15% and 20 ones for 50% significantly appreciateWhereas the percentage witnessed a gradual fall in the last two sections 15% and5% respectively are normally or not interested in this field at all as those others

In conclusion, having observed the survey results, it can be obviously seenthat students find it challenging to engage in learning activities in order tounderstand the subject content Admittedly, Given that CLIL aims to integratelanguage learning with subject content, this feedback suggests that many studentsmight not be benefiting optimally from the method as intended The school shouldconsider revisiting its CLIL teaching strategies, providing additional resources, and

offering more specialized support to these students to enhance their learningexperience.

- Teacher shows the rubric (APPENDIX 3) that has been built andintroduced to students at the beginning of the school year to measurestudents’perfromances, giving some more explanations if necessary This rubrichas been used by the teacher to mark his students’work and by the students to marktheir friends’ presentations

- Besides, to measure changes in students' communicative proficiency, theteacher distributed the pre-test (APPENDIX 4) for 4 classes 10 in Thai Hoa highschool with the specific number of students in the following table:

Table 3 The number of students doing pre-test

This is the result of the survey with a total of 186 students at Thai Hoa HighSchool shown in the following table:

The chart below emphasizes the rate of youngsters of 4 classes and thepercentage based on their pre-test results Overall, there are no excellentyoungsters in either class with a rate of 0%, while we witness the opposite in the 2groups medium and weak, which overwhelm the good ones.

In the 10A class, 5 youngsters are regarded at a good level by 10,42%, thisnumber is quadrupled when it comes to the term of medium and weak youngsters,respectively by the rate of 45,83% with 22 students and 43,75% with 21 ones

The 10C class’s rate is quite resemble to the 10A ones, yet, the rate of goodstudents is lower with 3 people by 6,38% The medium youngsters also higher thanthose in 10A by 3 students, which makes the rate jump to 53,19% compared to45,83% in 10A, the weak ones in this class witnessed a lower rate than those in10A, with 19 students equivalent to 40.43%

With regards to the data of 10E, nearly half of the students are average and average scores with 52,17% for 24 ones each, while only 4.35% at thelevel of good Class 10D witnessed a good score with 2 youngsters for 4,44%, farbehind the other two parameters, which is average and below average by 51,11%for 23 students and 44,44% for 20 ones respectively

under-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 communication skills These findingsmay have implications for the design and implementation of teaching strategiesthat can boost students’ communication skills as well as active participation inCLIL classes

Chapter 2 Solutions to the problem 2.1 Collaborative Projects CLIL Settings

Within the dynamic realm of CLIL, collaborative projects such as creatingposters and delivering presentations play an invaluable role These activities,fundamentally rooted in teamwork, are not just about accumulating contentknowledge; they're also about mastering the intricacies of language in meaningfulcontexts

When students embark on the journey of crafting a poster, they initially start

by brainstorming ideas and gathering relevant information As they delve into theirchosen topic, they not only absorb the essence of the subject but also familiarizethemselves with pertinent vocabulary Once this foundation is laid, the next step issynthesizing the information and deciding on the visual elements that wouldcomplement the textual content Consequently, students collaborate, share ideas,and provide feedback, ensuring the visual representation is both informative andengaging The process of integrating both visuals and language into a coherentwhole requires meticulous planning and coordination, honing their organizationaland linguistic skills simultaneously

For example: Adapting activities of CLIL lesson in unit 6

Title: "The Evolution of Women's Football: A Historical Journey"

Lesson sequence:

⮚ STEP 1

● Show some pictures of football and initiate a brief discussion byasking students:

● Capture a few responses and lead them towards the day's topic

Picture 1: Picture discussion

⮚ STEP 2

● Distribute copies of the passage to the students

● Ask students to silently read the passage

● While they read, project the passage on the board for collectivereference.

⮚ STEP 3

● Split students into pairs

● Ask and answer comprehension questions related to the passageWomen Football (handouts)

● Ask pairs to discuss and write down their answers Afterward, discussthe answers as a class

Picture 2: handouts about the history of Women Football

⮚ STEP 4

● Provide each student with a timeline template

● Ask students to depict the key events mentioned in the passage on thetimeline They should include:

● Allow students to add illustrations or symbols to enhance theirtimelines

Picture 3: A model timeline of women football

2.2.2 Role Play & Simulations in CLIL Contexts

Within the realm of CLIL, one of the most engaging and transformativeteaching strategies is the use of role play and simulations These activities gobeyond traditional didactic methods, inviting students to immerse themselves fully

in both the content and the language

Role Play: At its core, role play is about donning a character or persona and

acting out specific scenarios or situations In the context of a CLIL classroom, thismight mean students adopting roles relevant to the lesson's content For instance, in

a history lesson, students might take on the roles of historical figures, engaging in adebate or dialogue As they enact these roles, students are compelled to dive deepinto their characters, necessitating a thorough understanding of the content.Furthermore, the requirement to express themselves authentically pushes them toutilize and practice specific vocabulary and language structures The spontaneity ofrole play also encourages quick thinking and adaptability, refining theirconversational skills in the target language

Simulations: While role plays are generally more improvised, simulations

tend to be more structured and are often designed to mirror real-world systems orevents A classic example in a business English course might be a simulated boardmeeting or a product pitch In science, students could simulate a natural process or

a lab experiment The objective of simulations is to create an environment wherestudents can experience and interact with the content in a controlled yet realisticsetting As they navigate these scenarios, they naturally encounter and reinforce

key concepts and terminologies Moreover, the immersive nature of simulationsdemands that students communicate using the target language, providing a richcontext for language practice.

For example: Adapting activities of CLIL lesson in unit 7

Title: FAO and its activities to support viet nam

● Distribute copies of the passage to students

● Ask students to silently read the passage

● Project the passage on the board for collective reference

⮚ STEP 3

● Write the some terms on the board

● Ask students in pairs to discuss and define these terms based on thecontext of the passage

● Share definitions as a class and refine understanding

Picture 1 Lead-in activity

⮚ STEP 4

● Divide students into small groups and distribute flip chart paper andmarkers to each group

● Pose the question for students to discuss

● Ask each group to list out key points from the passage that detailFAO's involvement and contributions in Vietnam

● After a few minutes, ask groups to share their findings

Picture 2 FAO and contributions in Viet Nam

⮚ STEP 5

● Provide each group with a scenario related to FAO's activities

● Ask groups to prepare a short role play based on their scenario,ensuring communication and dialogue are central to their act

Picture 3 Role play activity: Improving food production

2.2.3 Interactive Games

In the vibrant landscape of CLIL, the emphasis is not only on deliveringcontent knowledge but also on making the learning experience as engaging aspossible One of the most effective ways to achieve this dual goal is byincorporating interactive games These games, when tailored to the CLIL context,can be both educational and entertaining, offering a refreshing break fromconventional teaching methods while still serving pedagogical objectives

Bingo: A universally beloved game, Bingo can be seamlessly adapted to suit

the needs of a CLIL classroom Instead of traditional numbers, CLIL teachers canuse subject-specific vocabulary, prompting students to match spoken or describedwords with those on their cards For instance, in a science lesson about plants,terms like "photosynthesis," "chlorophyll," or "stomata" can be integrated As theteacher describes or provides clues about each term, students eagerly search forand cover the corresponding word This not only sharpens their listening skills butalso reinforces their understanding and recall of critical vocabulary

Board Games: Many popular board games can be customized to align with

CLIL objectives Games like "Monopoly" can be transformed to teach economicconcepts or historical events, with properties being significant inventions ordiscoveries "Trivia Pursuit" can be tailored with questions from the subject matter.The roll of a dice, the draw of a card, or the strategic move of a piece can all belinked with questions or challenges related to the subject, ensuring that as studentsplay, they also revise and apply their content knowledge Additionally, since mostboard games require communication among players, they provide ampleopportunities for students to practice using the target language in a relaxed setting

For example: Adapting activities of CLIL lesson in unit 8

Game’s title: "Modern School Bingo!" to enhance communication skills

⮚ STEP 1:

● Watch a video about Vinschool and discuss the main features ofmodern schools as mentioned in the passage

● Introduce the game "Modern School Bingo!" and explain the rules

Picture 1 Modern school - QR

⮚ STEP 2:

● Give each group (10 groups)a bingo card

Picture 2.

Bingo cards

⮚ STEP 3:

reading it out, they willdescribe the feature without naming it directly For instance, for "group

learning," they might say, "A common method where students collaborate on

tasks or projects."

● The other students listen to the description and mark the feature on their

bingo card if they have it

● The game continues until a student has a full row (horizontally, vertically, or

diagonally) and shouts "Bingo!"

● The first student to get a bingo should describe each feature on their row,

ensuring they've understood the features correctly

Picture 3 Bingo’s rules

⮚ STEP 4:

● After a few rounds, or once students seem to grasp the features ofmodern schools, divide them into small groups.

● Ask each group to discuss and list out the advantages of these featuresand how they've experienced them in their school life

● Each group will share a summary of their discussion with the class

Picture 4 Bingo activity https://www.canva.com/design/DAGCW3b0jjM/pUoRTGZsrCaP8BKo_H2z-A/edit? fbclid=IwZXh0bgNhZW0CMTAAAR2L2KdwpB1KGIVlOSrCmBua574H-

aLNLmAz0bIWzMBl9jAsjcKEaCQoJ4E0qoL8l9hUsNN9NYvQ6eJoTcQvu_p

ofqtHNLohY4nLuhH-XYQt1vTXq2fhY_aem_AfwHS7WZuEQijNMO9a12C2YOkqEXK-Source 1 Modern school Bingo

Conclusion: "Modern School Bingo!" not only enhances students'

understanding of modern school characteristics but also promotes active listeningand encourages them to express their knowledge through descriptions The follow-

up group discussions further their communicative skills, ensuring the lesson is bothfun and educational

2.2.4 Reading & Comprehension Activities in CLIL Settings

In the diverse toolkit of a CLIL instructor, reading and comprehensionactivities stand out as some of the most crucial These activities serve as a bridge,connecting content from a specific subject area to language learning When

executed well, they provide a rich environment where students can enhance theirlinguistic abilities while simultaneously delving deeper into the subject content.

For example: Adapting activities of CLIL lesson in unit 9

Game: "Earth Hour Trivia Race!" to enhance communication skills

⮚ STEP 1:

● Discuss the importance of Earth Hour and its significance afterwatching a video about Earth Hour event

● Introduce the game

"Earth Hour TriviaRace!" and explainthe rules

Picture 1 Earth Hour event – QR code

⮚ STEP 2:

● Divide students into teams (around 4-5 students per team)

● Provide each team with a buzzer or bell

⮚ STEP 3:

● A designated quizmaster will read a trivia question aloud

● The first team to ring the buzzer gets a chance to answer If theyanswer correctly, they earn a point

● If they answer incorrectly, another team can buzz in and try toanswer.Continue until all trivia questions are exhausted or as time

● Encourage students to share their experiences or how they've seentheir community participate in Earth Hour

Picture 3 The importance of Earth Hour event

Conclusion: "Earth Hour Trivia Race!" not only ensures that students are

familiarized with the concept and history of Earth Hour but also provides them anopportunity to communicate actively, listen attentively, and work in teams Thefollow-up discussion allows for a deeper understanding and encourages them to bemore environmentally conscious

2.2.5 Graphic Organizers in CLIL Environments

In the multifaceted world of CLIL (Content and Language IntegratedLearning), where the goal is to teach both subject content and a foreign languageconcurrently, graphic organizers emerge as powerful tools These visual aids helpstudents break down, categorize, and understand complex information, makingthem particularly valuable for facilitating comprehension in dual-focused learningenvironments

In conclusion, graphic organizers are indispensable in CLIL settings, acting

as bridges that connect content understanding with language development Byvisually representing information, they provide clarity, deepen comprehension, andoffer a scaffolded approach to learning both subject matter and the target language

For example: Adapting activities of CLIL lesson in unit 10

Game: "tourism impact twister!" to enhance communication skills

⮚ STEP 1:

● Briefly review the four types of tourism and their key characteristics

● Introduce the game "Tourism Impact Twister!" and explain the rules

Picture 1 Rules of Tourism Impact Twister

⮚ STEP 2:

● Divide students into 4 teams (around 3 tables per team)

⮚ STEP 3:

● Place the cards facedown beside the mat/board

● A team will spin the spinner or roll the dice to determine which type

of tourism they'll be discussing

● The team will draw a card, read the description/impact, and thendiscuss which type of tourism it belongs to They will then place theirtoken on the corresponding section of the board

● If the team chooses the correct section, they earn a point If not, thenext team gets a chance to place the card correctly

● The game continues until all cards have been placed or as time allows

Picture 2 Tourism Impact Twister

https://www.canva.com/design/DAGCZZ6AXqc/sdrGL3l_j_dlWwczNJyukg/edit? utm_content=DAGCZZ6AXqc&utm_campaign=designshare&utm_medium=link2

&utm_source=sharebutton

⮚ STEP 4:

● Discuss the impacts of each type of tourism and the importance ofunderstanding these effects for future sustainable practices

Conclusion: "Tourism Impact Twister!" reinforces the differences and impacts of

various tourism types, allowing students to engage in active discussions andcritical thinking The game format ensures the learning process is fun andinteractive, emphasizing the significance of sustainable practices in the tourismindustry

Chapter 3: Illustrations

Suggested activities adapted in lessons to foster communication skills inteaching communication and culture/ CLIL for 10th graders at Thai Hoa HighSchool:

3.1 UNIT 6: GENDER EQUALITY

Title: "The Evolution of Women's Football: A Historical Journey"

Objective: To enhance students' understanding of the history and significance of

women's football, while practicing reading comprehension, vocabularydevelopment, and critical thinking skills

Materials required:

⮚ Projector or interactive whiteboard

⮚ Copies of the passage "Women’s Football"

⮚ Markers or colored pencils

⮚ Timeline template printed on A3 paper/ poster

Lesson sequence:

Activity 1:

Time limit: 5 minutes

- T shows a picture about football and asks ss some questions:

"When you think of football, what comes to mind?

Do you think it's a sport primarily for men or women?"

+ How long was the ban on women's football?

+ When and where was the first FIFA Women’s World Cup held?

Illustration of students:

Picture 2 Women football

Activity 3: Timeline activity

● Divide ss into 4 groups and provide each group with a timelinetemplate

● The first recorded matches in the 1890s

● The popularity surge during the First World War

● The 1921 ban by the FA

● Lifting of the ban in 1971.

● The first official women’s international match in 1971

● The first FIFA Women’s World Cup in 1991

● Ask ss to discuss about timeline and practise in their groups

⮚ Illustration of student:

Picture 3: Timeline of women football - QR code

Picture 4:Timeline of women football in Viet Nam - QR code

3.2 UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Title: FAO and its activities to support viet nam

Objective: To enhance students' understanding of the role and significance

of FAO in supporting Vietnam while practicing reading comprehension,vocabulary development, discussion, and presentation skills

Materials required:

⮚ Projector or interactive whiteboard

⮚ Copies of the passage "FAO and Its Activities to Support Viet Nam"

⮚ Flip chart paper and markers

Picture 1 Lead-in activity

Activity 2: Discussion and group work

- T poses the question: "How has FAO supported Vietnam since 1978?"

- Ask ss to work in 4 groups to list out key points from the passage thatdetail FAO's involvement and contributions in Vietnam

- After a few minutes, ask groups to share their findings

Picture 2 FAO’s support in Viet Nam - QR code

Activity 3: Role play activity

- Provide each group with a scenario related to FAO's activities Examplescould include:

+ A community session where local Vietnamese farmers learn aboutimproving food production

+ Ask groups to prepare a short role play based on their scenario, ensuringcommunication and dialogue are central to their act

Illustration of students:

Picture 3 A community session to improve food production – QR code

Conclusion: This activity integrates knowledge about FAO's work in

Vietnam with reading comprehension, vocabulary development, group discussions,and role-playing Students not only gain insight into the significant role ofinternational organizations but also develop their communicative and collaborativeskills, crucial for a CLIL lesson

3.3 UNIT 8: NEW WAYS TO LEARN

Game’s title: "Modern school bingo!" to enhance communication skills

Objective: To enhance students' understanding of the features of modern schools,

promote active participation in discussions, and improve listening andcommunication skills

Materials required:

⮚ Bingo cards (with features of modern schools as described in the passage)

⮚ Bingo chips or markers

⮚ A bowl or container with the features written on small cards

⮚ A projector or whiteboard for instructions

Preparation: Create bingo cards that include the characteristics of modern schools

as mentioned in the passage (e.g., class discussions, digital resources, grouplearning, field trips, lifelong learning, audio-visual materials, school camps, askingquestions, teacher as a guide, etc.)

Game sequence:

Activity 1: Bingo game

- A student or the teacher will draw a feature from the bowl Instead ofmerely reading it out, they will describe the feature without naming it directly Forinstance, for "group learning," they might say, "A common method where studentscollaborate on tasks or projects."

- The other students listen to the description and mark the feature on theirbingo card if they have it

- The game continues until a student has a full row (horizontally, vertically,

or diagonally) and shouts "Bingo!"

- The first student to get a bingo should describe each feature on their row,

Illustration of students:

Picture 1 Bingo activity and QR code

Activity 2: Group discussion (10 minutes)

● After a few rounds, or once students seem to grasp the features ofmodern schools, divide them into small groups

● Each group will share a summary of their discussion with the class.Illustration of students: