Skkn cấp tỉnh integrating life skills education to attract the students’ attention in post speaking activity, english 10 at nghi loc 5 upper secondary school

NGHI LOC - 2024NGHE AN EDUCATION AND TRAINING DEPARTMENT TEACHING EXPERIENCE FIELD: LANGUAGE SKILL TOPIC: INTEGRATING LIFE SKILLS EDUCATION TO ATTRACT THE STUDENTS’ ATTENTION IN POS

Rationale of the study

Life skills are essential abilities that enable individuals to navigate daily challenges effectively, whether at home, school, or work Defined as a combination of skills acquired through education and social experiences, life skills empower people to tackle common problems encountered in various aspects of life (Manglallan and Raskauskas, 2003; UNESCO, 2010) In contemporary education, teaching life skills is integral to the 2018 general education curriculum, which aims to develop confident, active, creative, responsible, and empathetic citizens for the future.

Many high-scoring learners often lack essential life skills such as communication, interpersonal relations, and problem-solving, leading to a lack of confidence in various situations Integrating life skills education with language studies can provide long-term advantages, enhancing motivation for language learning and fostering informed, positive attitudes towards the future This combination not only meets the demands of today's fast-paced world but also allows students to apply their knowledge and implement new ideas effectively.

The matter of fact we mentioned above inspired us to apply the measure

Integrating life skills education into the post-speaking activities of English 10 at Nghi Loc 5 Upper Secondary School aims to enhance student engagement and provide essential skills for future employment and studies This approach not only enriches English language instruction but also equips high school students with practical abilities necessary for their roles as informed citizens in a rapidly evolving world By implementing these suggested techniques and tools, teachers can reference effective strategies that improve both the quality of education and the students' capacity for learning, ultimately fostering a greater passion for the English language.

Aims of the study

The aims of this measure are stated as follows:

- To prove how life skills attract the students in post –speaking activity

- To find out the students’ attitude toward the lessons using the life skills and their improvement

Methods of the study

- Supply information or life skills knowledge

- Guide students in practical activities

Resolved questions

The following are the questions that should be answered related to the background of measure:

1 Are the life skills useful and effective to attract the students to do well in Post-speaking activity?

2 What is the students’attitude toward the lessons using the daily skills?

Scope of the study

This study examines the effectiveness of incorporating life skills into post-speaking activities for grade 10 students at Nghi Loc 5 Upper-Secondary School, specifically in classes 10A2, 10A5, 10A7, and 10A9.

Significance of the study

The main goal of the study is how to create English practising activities to attract students to perform more actively and effectively in Post- Speaking activity

We will focus on how to carry out post –speaking stage using the life skills knowledge, how to organise its activities and how it impacts to students’ practical ability.

New features in the study’s result

Our innovative approach is designed for students of all levels, positively impacting the classroom atmosphere and enhancing students' enjoyment of speaking activities Additionally, teachers can flexibly implement and adapt this measure within their teaching strategies.

THEORETICAL BACKGROUND

Post-speaking activity in English speaking lesson

1.1.1 Role of post-speaking activity in English speaking lesson

Post-speaking activities involve tasks completed after students engage in discussions about a specific topic or situation, aimed at enhancing their understanding of the material This stage is often mistaken for simply concluding a lesson; however, it is crucial for facilitating a shift in students' knowledge, perspectives, or feelings based on the insights gained during the speaking activity At this point, students experience a temporary change, having acquired new information that they were previously unaware of Educators play a vital role in helping students relate this newfound knowledge to their personal experiences and lives.

1.1.2 Types of post-speaking activities

It is suggested that Post-speaking activities should tend to focus mainly on two language skills: Speaking and Listening The following are some suggestions:

Encouraging learners to engage in reflection and self-assessment is essential for enhancing their speaking skills By evaluating their performance, learners can pinpoint their strengths and identify specific areas for improvement This process not only boosts their confidence but also fosters a deeper understanding of their speaking abilities.

- Peer feedback: Allow learners to provide feedback to their peers They can listen to each other's speaking performances and provide constructive criticism and suggestions for improvement

- Error correction: Focus on common errors made during the speaking activity and provide targeted feedback on those errors This could include correcting grammar, vocabulary, pronunciation, or syntax mistakes

During the speaking activity, it's essential to focus on vocabulary expansion by identifying new and intriguing words Discuss their meanings, along with synonyms and antonyms, to enhance understanding Encourage learners to incorporate these new terms into various contexts, fostering their ability to use the vocabulary effectively in conversation This approach not only enriches their language skills but also boosts confidence in speaking.

Enhance speaking activities by introducing role-play variations that extend the original scenario or topic This approach enables learners to practice their speaking skills across diverse contexts, ultimately boosting their fluency and confidence in communication.

- Discussion and analysis: Engage students in a group discussion about the speaking activity Analyze the overall performance, identify strengths and weaknesses, and discuss strategies for improvement

Recording speaking activities enables learners to listen to their performances, facilitating self-reflection By comparing their recordings with self-assessments and peer feedback, students can identify areas for improvement in their speaking skills.

- Writing extension: Ask learners to summarize or write a reflection on their speaking activity This can help them consolidate what they learned during the activity and reinforce their speaking skills

To enhance language skills, leverage speaking activities as a foundation for additional practice by assigning tasks that include writing dialogues, creating presentations, or researching and discussing related topics.

Incorporate language games into your teaching to enhance students' speaking and communication skills Activities such as vocabulary games, role-playing scenarios, and debate games effectively reinforce the skills developed during speaking exercises, making learning both engaging and effective.

Problems with post-speaking activity in class and solutions

In the process of teaching Post-speaking stage, we have encountered some certain difficulties

The textbook offers an extensive range of knowledge across various domains, requiring significant time investment for effective teaching Consequently, educators typically focus on pre-speaking and while-speaking stages to ensure students grasp the lesson's core content This often leads to complaints about the insufficient time available to plan engaging activities for the post-speaking stage.

Students frequently check the clock during the final phase of speaking lessons due to a lack of engaging post-activities Many of these activities, outlined in the syllabus, are perceived as challenging or lacking real-world relevance, leading to diminished student interest and attention.

To enhance student engagement and reinforce the speaking lesson content, we have developed a series of motivating activities that are easily implementable in the post-speaking phase These activities not only capture students' attention but also promote the acquisition of essential life skills.

The life skills relating to the topic of units

1.3.1 Some life skills relating to topic of speaking lessons

The English 10 textbook (Global Success) covers familiar topics for students, including family life, education, careers, the environment, and societal issues such as music, community improvement, gender equality, and innovative learning methods It emphasizes the development and practice of essential soft skills, enhancing the content that educators wish to highlight while broadening students' practical knowledge.

1.3.2 Benefits of using these soft skills to improve post-speaking activity

Many post-speaking activities in textbooks focus on discussing and expressing opinions about specific topics or situations However, these activities often fail to engage students, as they can be challenging for learners to participate in and share their thoughts confidently.

Integrating life skills into education is an innovative approach that enhances learning by helping students better consolidate and memorize lessons This method allows learners to connect theoretical knowledge with real-life experiences, providing them with practical skills that are invaluable for their future studies and careers.

Teachers can enhance student engagement in learning English by incorporating a variety of activities such as games, presentations, and quizzes These interactive methods not only foster enthusiasm for the language but also provide opportunities for students to develop essential skills like technology use and presentation abilities Ultimately, these activities significantly boost students' motivation to practice English in the classroom.

1.3.3 Some forms of practising English activities in post-speaking stage in class

Depending on the topic of the unit, I have organized different activities The following are some suggestions:

- drawing mind map to summarize the content of the lesson

- using online applications: padlet, quizlet, quizizz

- watching videos, discussing, and then presentation

- holding some experiential activities, discussing and then presentation

THE STUDY

An overview of Nghi Loc 5 High School

We conducted a survey involving 151 tenth-grade students to assess their attitudes and feelings regarding English speaking lessons Unfortunately, the requested file is not available, indicating that the URL may be incorrect or the document does not exist For further assistance with document management, Google Drive offers tools to create, store, and share various types of online files.

A recent survey revealed that a significant number of students lack confidence in expressing their soft skills during lessons, with 57.6% rating their abilities as low and 15.2% feeling unable to share their ideas in class.

At the start of the school year, test scores reveal that many students have limited daily skills in English, often viewing their studies as merely a means to pass exams This lack of genuine interest and low motivation to learn and practice the language highlights significant issues that need to be addressed.

Chart 1: The statistic results of the survey on the students before integrating

A survey was conducted involving 30 English teachers to assess the integration of soft skills education within English lessons The survey aimed to gather insights and opinions on the effectiveness and necessity of incorporating these essential skills into the curriculum **Link to Survey Results**Unfortunately, the requested survey results are not available, indicating that the file may not exist or the URL provided is incorrect.

Only 13.8% of teachers consistently incorporate life skills into their lessons, while 51.7% occasionally mention teaching daily skills in English classes Additionally, 31% of teachers infrequently address these essential skills in their instruction.

Chart 2: The statistic results of the survey on the teachers

Research Questions

This study addresses the three following questions:

1 What life skills should be chosen to integrate in the lessons?

2 How are the life skills integrated in the lessons?

3 How effective is this study applied in the lessons?

In order to answer the above questions, we chose the data collection method which will be mentioned in the following section.

Data collection

We conducted a survey involving 151 grade 10 students from Nghi Loc 5 Upper Secondary School and 30 English teachers from eight schools in Nghi Loc, Dien Chau, and Nan Dan Districts The focus of the survey was to explore the integration of life skills in English teaching and learning Additionally, we selected five specific topics from the grade 10 syllabus for this study.

We have conducted 2 surveys on 151 students of grade 10 th towards the attitude and feelings in English lessons before and after applying the study

An online survey A direct survey

Here is the link to join the survey on the students: https://docs.google.com/forms/d/e/1FAIpQLSfN15Am9izNXvDf- hvgS27PyYXZ4dWHpdwZwTxEbIOJ_-ltsw/viewform

We have also made an online survey on 30 teachers towards integrating Life skills in English lessons

Here is the link to join the survey on the teachers: https://docs.google.com/forms/d/1poHu98Xr3gfL9NB1BrR40dOWGJk_airH95ojmfJ03ec/edit#responses

An online survey on the teachers of English

Research Procedure

The research procedure consisted of six key steps: First, we targeted grade 10 students to assess their attitudes and feelings towards English lessons Next, we gathered and selected appropriate life skills from various books and sources We then designed suitable activities to integrate these soft skills into the lessons Following this, we implemented the chosen activities in the classroom Subsequently, we conducted a survey to evaluate the impact of these activities, analyzed the resulting data, and made necessary adjustments Finally, we applied our findings to enhance post-speaking activities in additional classes.

Results and Discussion

The following table and chart will show out the data of an investigation on 151 students of grade 10 on how they enjoy learning English in class

Table 1: The statistic results of the survey on the students before integrating

Chart 3: The statistic results of the survey on the students before integrating

And the following table and chart will draw out the data of an investigation on

30 teachers of English towards integrating the life skills in the lessons

Table 2: The statistic results of the survey on the teachers

Some discussions of the results will be presented in the following section

Our surveys conducted with 10th-grade English teachers and students revealed key insights into the current state of the topic The investigation and accompanying statistical results provided a comprehensive understanding of the situation.

- The rapid development of science, technology, mass media gives students opportunities to acquaint with and widen the social knowledge as well as life skills

- Students are active and creative people, so they find it easy to comprehend and apply basic knowledge relating to skills into their real life

The negative impact of the market economy and globalization, coupled with a lack of seriousness in education and a tendency towards self-indulgence, has led many students to prioritize immediate gratification, such as online gaming, over their true motivations, aspirations, and ambitions.

The shift towards an online lifestyle has caused many students to overlook the valuable aspects of national culture, leading to a decline in critical thinking, motivation, and work ethic Consequently, this trend contributes to a noticeable deficiency in essential soft skills among students.

The educational content of this topic serves as an integrating activity, emphasizing the limited time available for discussing and understanding the essential values of life skills across various fields.

2.5.2.3 The results of the real state of topic

A recent survey conducted among 30 English teachers revealed that only 13.8% frequently incorporate life skills into their teaching practices, while 51.7% do so occasionally Notably, 31% of teachers reported rarely utilizing soft skills in their lessons, and 3.5% have never integrated these essential skills into their teaching.

Many English teachers overlook the importance of integrating life skills into their language lessons, often perceiving it as disadvantageous This research aims to identify the common challenges teachers face in this area and to propose effective solutions to enhance the integration of life skills in English language teaching.

A recent survey reveals that only a small percentage of students have a strong passion for learning English, with 50% feeling indifferent during lessons Additionally, 18% express a mild interest, while 17.5% dislike studying the language altogether This indicates that many students find English lessons unengaging, partly due to some teachers' lack of integration of life skills into their teaching Consequently, there is a pressing need to explore ways to enhance students' attitudes towards learning English, especially in post-speaking activities.

APPLYING THE MEASURE IN POST-SPEAKING ACTIVITIES

Some life skills can be practiced in post-speaking activity

Effective communication is one of the most crucial life skills, enabling students to convey information and understand messages from teachers and peers It involves various forms, including vocal, written, visual, and non-verbal communication To enhance their communication skills, students can focus on speaking appropriately with good eye contact, using a diverse vocabulary, adapting their language to the audience, listening actively, presenting ideas clearly, writing concisely, and collaborating effectively in pairs or groups.

Students discuss in groups on protecting environment

Presentation skills are invaluable in both academic and professional settings, allowing students to effectively share their project findings and deepen their understanding through audience interaction Engaging in presentations enhances various language competencies, including vocabulary, grammar, and phonology, while also developing essential skills such as speaking, reading, writing, and listening Moreover, presenting fosters confidence and equips students with vital communication skills necessary for the workforce Good presenters tend to communicate ideas more clearly and effectively Additionally, presentations can seamlessly integrate into task-based learning, focusing on specific language points and providing a practical means to reinforce collaborative activities By assigning the audience tasks, such as answering questions related to the presentation, students are encouraged to actively listen and engage with one another.

Students present on the topic of the lessons 3.1.3 Solving problem skill

Problem-solving is a multifaceted skill that encompasses critical thinking, decision-making, creativity, and effective information processing Successful problem-solvers utilize a systematic approach to deconstruct complex issues into manageable components They possess the ability to identify challenges, brainstorm potential solutions, and implement the most effective strategies For ESL students, strong problem-solving skills are crucial for overcoming language barriers, facilitating effective communication, and achieving both academic and personal objectives However, fostering these skills goes beyond rote memorization of vocabulary and grammar; it requires engaging students in meaningful tasks that stimulate their thinking, creativity, and collaboration.

Students discuss to solve problems the teacher gives them in the lesson

Collaboration skills are essential for effective teamwork, allowing individuals to work harmoniously with others across various departments and locations toward a shared objective These skills encompass the ability to appreciate diverse perspectives, prioritize group needs, and fulfill responsibilities as a dependable team member, making them crucial in most professional environments.

Successful collaboration hinges on a spirit of cooperation and mutual respect, enabling teachers to assist students who thrive in team settings and prioritize group objectives alongside personal achievements This supportive environment fosters teamwork, where individuals work together to tackle tasks and fulfill responsibilities in both pairs and groups Furthermore, collaboration extends beyond student interactions to include meaningful partnerships between students and teachers, ultimately enhancing the effectiveness of lessons.

Collaboration skill makes successful lessons

3.2 Some suggested contents can be applied in educating life skills in post- speaking activity

Everyone has a role in safeguarding our environment, and small changes in daily habits can significantly impact the planet Students can begin their journey towards environmental stewardship with these straightforward actions that align with their lessons.

To embrace sustainable living, it's essential to focus on the principles of 'Reduce', 'Reuse', and 'Recycle' We can minimize consumption by opting for reusable items, such as carrying a reusable water bottle instead of purchasing bottled water and using our own shopping bags instead of plastic ones Recycling involves repurposing materials, like turning a glass bottle into a vase Additionally, categorizing waste into organic, recyclable, and non-recyclable trash helps streamline the recycling process and promotes effective waste management.

To maintain cleanliness in our homes and schools, we should create a mind map outlining essential rules Additionally, planting small trees in recycled containers such as pots, vases, cans, or bottles can enhance our environment By implementing these practices, we can transform our classrooms, schools, and homes into more livable spaces.

Involving children in household chores is beneficial for both their development and the family dynamic Through tasks such as cooking, cleaning, and gardening, children acquire essential life skills and learn to care for themselves and their home Participating in chores fosters important relationship skills, including clear communication, negotiation, and teamwork Additionally, when children contribute to family responsibilities, they develop a sense of competence and responsibility, leading to personal satisfaction upon completing tasks Sharing housework not only enhances family cooperation but also reduces stress, allowing parents to manage their workload more effectively and create more opportunities for enjoyable family activities.

3.2.3 Giving a meaningful present to family members

Gift-giving is a cherished tradition that enhances family bonds and expresses love, yet selecting the ideal gift can be challenging Understanding the psychology behind gift-giving is crucial to making the process more meaningful This article delves into the science of gift-giving and provides valuable insights on choosing gifts that reinforce family connections Even when budgets are tight, meaningful gestures, such as a heartfelt letter, a postcard, or a personal photo, can convey love and appreciation, making special moments unforgettable.

3.2.4 Being confident in a job interview

Taking part in a job interview is an important event for anyone We would like to give some advices on how to create a good impression on your interview

Before your interview, research the job and vacancy thoroughly, and prepare for common interview questions Bring essential items like a notebook, pens, your resume, a list of references, and your school certificates On the interview day, plan your schedule to arrive 10 to 15 minutes early and dress appropriately for the position.

To succeed in an interview, it's crucial to project confidence while allowing the interviewer to lead the conversation Focus on understanding and responding honestly to their questions, demonstrating your engagement and sincerity Finally, aim to leave a positive impression at the end of the interview, as a strong conclusion can significantly enhance your chances of success.

Being an MC requires a strong sense of humor, crowd engagement skills, and practiced public speaking abilities It's essential to memorize key points and be mindful of posture and hand gestures to maintain audience engagement Tailoring our tone to match the event's audience—whether serious or casual—is crucial, and a genuine smile can enhance the fun atmosphere while showcasing enthusiasm.

MC, we are not the center of the show We’re there to make others feel like they’re the stars of the show

Becoming a smart tour guide involves several key steps Firstly, it is essential to gain a deep understanding of the area or subject through formal education in history, art, or culture Secondly, aspiring guides should research and obtain the necessary certifications or licenses required in their location Developing strong public speaking and communication skills is also crucial for effectively engaging with groups Gaining experience through volunteering or part-time work with a tour company can help build a solid reputation Networking with other tour guides, tourism organizations, and local businesses can open doors to job opportunities Finally, those interested in leading specific types of tours, such as adventure or eco-tourism, should consider pursuing specialized training or certifications.

3.2.7 How to learn English effectively with modern technology

The modern English language learning experience has been transformed by interactive devices and multimedia tools, allowing students to engage with exciting podcasts, educational videos, and video games, making them active participants in their language journey With just a few clicks, learners can access a wealth of online resources, including dictionaries, worksheets, and e-books, empowering them to tailor their path to English mastery The Internet facilitates communication with fellow learners, teachers, and native speakers, providing opportunities to practice in real-life contexts While modern technology enhances reading, listening, writing, and speaking skills, it's essential to identify reliable resources and effectively integrate them into daily practice, with teachers guiding students to navigate these materials successfully.

Life skills education applied in specific lessons

* Topic: Why should/ shouldn’t children do housework?

* Aim: Help students be aware of why they should/shouldn’t do housework

* Suggested activities: Follow-up activities

- collect some pictures to explain their reason why they should/shouldn’t do housework

- create some dishes of food and make videos to introduce them to others

- make some videos of sharing chores at home and give their opinion of doing housework

* Time limit: 10 -12 minutes, in the Post-speaking stage

- Teacher divided the class in groups and give them questions to solve

- Teacher asked students to prepare for the lesson at home and collect some diagrams or picture to present their idea of why they should/ shouldn’t do housework

- Teacher told students to prepare a typical dish and introduce it to their class on videos, then share their feeling after cooking

- Teacher asked students to discuss in groups to share the idea of doing housework at their home

- Teacher told students to make a preparation for making presents to family members

* Procedure: The teacher suggested 4 activities for 4 groups

Activity 1 for group 1: Question: Why should/ shouldn’t children do housework?

- Teacher asked students to show their posters in front of the class and make a presentation about their viewpoint

- Teacher elicited comments from other groups and provided corrective feedback

- Students paid attention and took notes in their notebooks to revise at home

Activity 2 for group 2 and group 3: Prepare a video of cooking your favourite dish

- Teacher asked students to show their video in front of the class and make a presentation about their viewpoint

Images from videos made by students in class 10A9

Activity 3 for group 4: Making simple presents to family members

The teacher encouraged students to describe the process of creating postcards and simple gifts for their loved ones on special occasions such as Vietnamese Teachers’ Day, Women’s Day, and birthdays Additionally, the teacher prompted the students to articulate the reasons behind their choice to make these heartfelt presents.

3.3.2 Unit 2: Humans and the environment

* Aim: Help students improve their knowledge of what they should do to live green

- create dustbins or waste basket to classify the trash

- create some useful things from used items

- create some regulations to make the class be friendly

- Teacher divided the class in groups and give them questions to solve

- Teacher told students to collect about 20 to 30 things that must be trash

The teacher assigned students to prepare for the lesson at home by creating a mind map or a tree diagram that outlines essential regulations for maintaining a clean classroom Additionally, students were encouraged to design a sustainable house that incorporates energy-saving devices and environmentally friendly features.

- Teacher told students to read the activities in the text carefully and jot down what people should and shouldn’t do to live green in the poster

- Teacher asked students to discuss in groups to classify the trash in 3 different groups (organic trash, inorganic trash-recyclable trash, inorganic trash-non recyclable trash)

- Teacher drew students to discuss in groups to make some useful things from used items

(each activity for each group)

Activity 1 for group 1: Question: What should you do to make your class be friendly?

- Teacher asked students to show their posters in front of the class and make a presentation about some helpful rules to make a friendly class

Sample poster of students- Class 10A2

Sample poster of students- Class 10A7 Activity 2 for group 2: Question: What do you think of a livable house?

- Teacher asked students to show their posters in front of the class and make a presentation about their design of livable house which is eco-friendly

Activity 3 for group 3: Question: How can you classify the trash?

- Teacher asked students to collect about 20-30 different trash, then classify them into three groups with the three dustbins named organic trash, inorganic trash

(recyclable) and inorganic trash (non-recyclable) and make a presentation about the way to identify and how to treat them

Sort the rubbish and put them into the correct bins Activity 4 for group 4: Question: How can you do with recyclable trash?

- Teacher asked students to create some helpful things from used items like cans, carton, paper,… then presented their product

* Topic: Talking about a TV music show

* Aim: Help students improve their speaking skill in general and becoming an

- Teacher divided the class in groups and assign them the tasks to prepare

- Teacher asked students to prepare for the lesson at home and role play to have a talk show with a famous singer

- Teacher told students to make a preparation for a music show in the class

Activity 1 for group 1,2: Interview a famous singer

- Teacher asked students to imagine they are the MC in a talk show to interview a famous singer about his/her life and career

Activity 2 for group 3,4: Becoming an MC in a music show

- Teacher asked students to organize a short music show: an MC introduces the performances of singers

Becoming an MC in a music show – Class 10A5 3.3.4 Unit 5: Inventions

* Topic: Inventions and how they are used

* Aim: Help students improve the knowledge of how to learn English with modern technology and better their presentation skill

* Suggested activities: Creating Nghi Loc 5 High School English learning forum

- Teacher instructed students to create a forum website for English language learning

The teacher encouraged students to pose questions for discussion on various topics relevant to their daily lives, including family dynamics, environmental protection, and effective strategies for improving English language skills.

- Teacher told students the topic for this unit is: How to improve your English with modern technology?

- Teacher asked students prepare for the lesson by raising the question on the forum website and discussing the topic

- Teacher showed the topic on the screen and introduced some interesting and creative ideas

- Teacher called on some students to explain their ideas to class

Nghi Loc 5 High School English learning forum 3.3.5 Unit 6: Gender equality

- Help students get to know more about orientation education and how to have a successful job interview

- Help students improve their knowledge of suitable jobs for men and women and some knowledge of gender and reproductive health as well

* Suggested activity 1: Discussion: Tips to make a career choice

- watch a video about how to choose a career

- share their choice of jobs

+ Time limit: 10 -12 minutes, in the Post-speaking stage

- Teacher divided the class in groups and told students to watch a video giving advice on how to choose a job

- Teacher asked students to discuss the question: What are the most important factors that we should consider when choosing a job?

- Teacher told students to share their intention of future jobs and explain the reasons for their choice

Watching a video: Advice on choosing a career and discussion

* Suggested activity 2: Being confident in a job interview

- Teacher divided the class in groups and assign them the tasks to prepare

- Teacher asked students to prepare for a roleplay about a job interview: What are the common questions in a job interview? How to make a good impression on the interviewer?

In a classroom activity designed to enhance practical skills, the teacher instructed students to engage in a roleplay of a job interview During this exercise, three students took on the role of interviewers, posing questions to their peers about the advantages and disadvantages of their qualifications This interactive approach not only fosters communication skills but also prepares students for real-world job scenarios.

- Teacher told students to discuss about the ways to make a good impression on the interviewer

* Suggested activity 3: Designing leaflets about Tips to make a career choice + Time limit: 10 -12 minutes, in the Post-speaking stage

- Teacher instructed students to design leaflets with a view to raise students’s awareness of orientation as well as how to choose a right career

- Teacher told students to deliver the leaflets to students at Nghi loc 5 High school

- Teacher told students to prepare for the lesson at home

- Teacher asked students show their leaflets to class

- Teacher told students to report the results to class: How many leaflets does each group deliver? How do the students respond to the content of their leaflets?

Images of leaflets designed by students

* Suggested activity 4: Game: Jobs for men and women

- discuss about jobs for men and women

- play game: quiz.com (online game)

- Teacher divided the class in 4 groups and give them statements to discuss

- Teacher asked students to play game , give their option for each question

- Teacher told students to give their idea to explain to their answer

- Teacher asked students to discuss in group in 2 minutes

- Teacher asked student to give name of their group and give them the rule of game as well as the order to play game

Table of statements (with key of the teacher)

Students play game to answer questions

* Aim: Help students improve their speaking skill in general and become smart tour guides in specific

- make videos and posters about some famous destinations in Nghe An

- Teacher divided the class in groups

- Teacher asked students to work in groups and prepare videos and posters at home

- Teacher asked students to show their posters or videos in front of the class, imagine they are tour guides and introduce about these destinations

Students use posters and videos to introduce about some destinations in Nghe An

EVALUATION AND DISCUSSION

Findings and discussion

4.1.1.1 Observing students’ progress in English speaking skill

The results from the three assessments indicate that the majority of students in class 10A2 have significantly altered their approach to learning English, leading to a noticeable enhancement in their speaking skills.

GIỮA HỌC KÌ I CUỐI HỌC KÌ I GIỮA HỌC KÌ II Điểm Đánh giá bằng nhận xét Điểm Đánh giá bằng nhận xét Điểm Đánh giá bằng nhận xét

1 Nguyễn Hà An 6.5 Khá 7.0 Khá 7.5 Khá

2 Đào Thị Quỳnh Anh 5.5 Đạt 6.0 Đạt 6.0 Đạt

3 Võ Thị Vân Anh 6.0 Đạt 6.0 Đạt 6.5 Khá

4 Nguyễn Thị Ngọc Ánh 5.5 Đạt 5.5 Đạt 6.0 Đạt

5 Nguyễn Tiểu Băng 6.5 Khá 6.5 Khá 7.0 Khá

6 Võ Thị Phương Chi 5.0 Đạt 6.0 Đạt 6.0 Đạt

7 Nguyễn Văn Công 5.5 Đạt 5.5 Đạt 6.0 Đạt

8 Nguyễn Văn Công 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

9 Văn Đinh Tiến Dũng 6.5 Khá 6.5 Khá 7.5 Khá

10 Cao Văn Duy 5.5 Đạt 5.5 Đạt 6.0 Đạt

11 Trần Thị Mỹ Duyên 6.5 Khá 6.5 Khá 7.5 Khá

12 Trần Tiến Đạt 5.5 Đạt 6.0 Đạt 6.0 Đạt

13 Nguyễn Trung Hà 3.5 Chưa đạt 4.0 Chưa đạt 4.5 Chưa đạt

14 Đặng Quang Huy 5.0 Đạt 5.0 Đạt 5.5 Đạt

15 Võ Hữu Huy 8.0 Tốt 7.5 Khá 8.5 Tốt

16 Chế Thị Khánh Linh 6.0 Đạt 6.5 Khá 6.5 Khá

17 Nguyễn Thị Linh 5.0 Đạt 5.0 Đạt 5.0 Đạt

18 Nguyễn Thị Khánh Ly 6.5 Khá 6.5 Khá 6.5 Khá

19 Hoàng Thị Mai 5.0 Đạt 5 Đạt 5 Đạt

20 Nguyễn Vĩnh Mạnh 5.0 Đạt 5.5 Đạt 5.5 Đạt

21 Nguyễn Thị Trà My 6.5 Khá 6.5 Khá 7.5 Khá

22 Đào Thị Lê Na 5.0 Đạt 5.0 Đạt 5.5 Đạt

23 Nguyễn Đình Nam 4.5 Chưa đạt 5.0 Đạt 5.5 Đạt

24 Trương Thị Ngân 5.5 Đạt 5.5 Đạt 5.5 Đạt

25 Nguyễn Văn Ngọc 5.5 Đạt 6.0 Đạt 6.0 Đạt

26 Hoàng Thị Yến Nhi 7.0 Khá 7.0 Khá 8.0 Tốt

27 Nguyễn Thị Yến Nhi 8.0 Tốt 8.5 Tốt 8.5 Tốt

28 Nguyễn Thị Quỳnh Như 5.5 Đạt 5.5 Đạt 6.0 Đạt

29 Lê Thị Oanh 4.0 Chưa đạt 4.5 Chưa đạt 5.5 Đạt

30 Lê Hoàng Phương 6.5 Khá 6.5 Khá 6.5 Khá

31 Nguyễn Bá Quân 8.5 Tốt 8.5 Tốt 9.0 Tốt

32 Nguyễn Thị Thúy Quỳnh 5.5 Đạt 5.5 Đạt 6.0 Đạt

33 Nguyễn Trọng Tấn 6.0 Đạt 7.0 Khá 8.0 Tốt

34 Võ Thị Thanh Thùy 5.0 Đạt 6.0 Đạt 6.5 Khá

35 Trương Thị Thương 5.5 Đạt 5.0 Đạt 6.0 Đạt

36 Trương Thị Hoài Thương 6.0 Đạt 6.0 Đạt 6.0 Đạt

37 Nguyễn Quang Tiến 6.5 Khá 6.5 Khá 7.0 Khá

38 Nguyễn Tuấn Tú 6.0 Đạt 6.5 Khá 6.5 Khá

39 Trần Tiến Tý 4.0 Chưa đạt 4.5 Chưa đạt 6.0 Đạt

40 Nguyễn Thị Thảo Vân 5.5 Đạt 5.5 Đạt 6.5 Khá

Table 3: An example of the second-term test’s scores, class 10A2 ĐIỂM KIỂM TRA ĐÁNH GIÁ KĨ NĂNG NÓI – LỚP 10A7

1 Phạm Quỳnh Anh 6.0 Đạt 6.5 Khá 7.0 Khá

2 Nguyễn Thị Ánh 5.5 Đạt 5.5 Đạt 6.0 Đạt

3 Trần Hữu Danh 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

4 Nguyễn Văn Dũng 6.0 Đạt 6.0 Đạt 6.5 Khá

5 Đặng Trúc Linh Đan 6.0 Đạt 6.5 Khá 7.5 Khá

6 Trương Thị Kim Đan 5.5 Đạt 5.5 Đạt 5.5 Đạt

7 Nguyễn Trường Giang 7.0 Khá 7.0 Khá 8.0 Tốt

8 Trần Quốc Hải 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

9 Nguyễn Phương Huy 5.5 Đạt 5.5 Đạt 5.5 Đạt

10 Thái Văn Hưng 4.0 Chưa đạt 4.0 Chưa đạt 4.5 Chưa đạt

11 Nguyễn Đăng Khanh 5.0 Đạt 5.5 Đạt 6.0 Đạt

12 Nguyễn Thùy Lâm 6.0 Đạt 6.5 Khá 6.5 Khá

13 Đặng Thị Thùy Linh 7.0 Khá 7.5 Khá 8.5 Tốt

14 Võ Mạnh Linh 3.5 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

15 Nguyễn Thị Nga 6.0 Đạt 6.5 Khá 6.5 Khá

16 Phạm Văn Minh Nhật 5.5 Đạt 5.5 Đạt 6.0 Đạt

17 Nguyễn Thi Vân Nhi 5.0 Đạt 5.5 Đạt 5.5 Đạt

18 Nguyễn Thị Phương Nhi 5.0 Đạt 5.0 Đạt 6.0 Đạt

19 Trần Văn Phát 5.5 Đạt 5.5 Đạt 6.0 Đạt

20 Nguyễn Thọ Phước 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

21 Lê Thị Phương 5.0 Đạt 5.5 Đạt 6.0 Đạt

22 Nguyễn Văn Phương 5.0 Đạt 5.5 Đạt 6.0 Đạt

23 Nguyễn Viết Phương 5.5 Đạt 5.5 Đạt 5.5 Đạt

24 Nguyễn Thị Phượng 4.5 Chưa đạt 5.5 Đạt 6.0 Đạt

25 Lê Anh Quân 5.0 Đạt 6.0 Đạt 6.0 Đạt

26 Nguyễn Thị Thanh Tâm 4.5 Chưa đạt 5.5 Đạt 6.5 Khá

27 Nguyễn Thị Phương Thảo 5.5 Đạt 5.5 Đạt 6.0 Đạt

28 Nguyễn Văn Thắng 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

29 Tăng Thị Thi 4.5 Chưa đạt 5.5 Đạt 6.5 Khá

30 Nguyễn Thị Phương Trinh 5.0 Đạt 5.5 Đạt 5.5 Đạt

31 Nguyễn Văn Trọng 5.5 Đạt 5.5 Đạt 6.0 Đạt

32 Nguyễn Công Trường 3.5 Chưa đạt 4.0 Chưa đạt 4.5 Chưa đạt

33 Nguyễn Đức Trường 5.0 Đạt 5.5 Đạt 6.0 Đạt

34 Nguyễn Hữu Trường 5.5 Đạt 5.5 Đạt 6.0 Đạt

35 Nguyễn Anh Tuấn 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

36 Nguyễn Thúc Tuấn 4.0 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

37 Phạm Anh Tuấn 5.0 Đạt 5.5 Đạt 5.5 Đạt

38 Nguyễn Văn Tường 3.5 Chưa đạt 4.5 Chưa đạt 4.5 Chưa đạt

39 Nguyễn Văn Ước 4.5 Chưa đạt 5.5 Đạt 6.0 Đạt

40 Nguyễn Thị Xuân 5.5 Đạt 5.5 Đạt 6.0 Đạt

Table 4: An example of the second-term test’s scores, class 10A7

4.1.1.2 The survey on students towards learning life skills in English class

The positive fruits of my survey about the students’ attitude and their improvement on life skills can be clearly seen from these charts

Chart 6,7,8,9: The statistic results of the survey on the students

Chart 10: The statistic results of the survey on students’ evaluation

A comparison of the results before and after applying the study

We conducted ten speaking lessons for four Grade 10 classes at Nghi Loc 5 Upper Secondary School in Nghi Loc district, Nghe An province, and achieved remarkable results, as detailed in the tables below.

4.2.1 A comparison of students’ progress in English speaking skill

The table below will show out the results on students’ability in speaking skill before applying the study:

OBSERVING STUDENTS’ PROGRESS Excellent Good Satisfactory Poor

Table 5: The result of the Ss’ ability in English speaking lessons before applying the study

The given table shows the results on students’ability in speaking skill after applying the study:

OBSERVING STUDENTS’ PROGRESS Excellent Good Satisfactory Poor

Table 6: The result of the Ss’ ability in English speaking lessons after applying the study

The table below illustrates a comparison of students’ results in speaking skill before and after applying the study:

Table 7: A comparison of students’ results in speaking skill before and after applying the study

Chart 11: The results of comparison on students’ results in speaking skill before and after applying the study

It is obvious that there has been a considerable increase in the number of students in groups of excellent and good; and those of poor group has remarkable decrease

4.2.2 Comparison of students’ ability in applying their soft skills in post- speaking activity

The table below will show out the results on how students can express their ideas in English lessons before carrying out integrating life skills

HOW CAN STUDENTS APPLY THEIR SOFT SKILLS IN POST-SPEAKING ACTIVITY?

Table 8: The result of the Ss’ expressing their soft skills in English speaking lessons before applying

The table below will show out the results on how students can express their ideas in English speaking lessons after carrying out integrating life skills education

HOW CAN STUDENTS APPLY THEIR SOFT SKILLS

Table 9: The result of the Ss’ expressing their soft skills in English speaking lessons after applying

The data indicates a significant improvement in student performance, with excellent and good groups experiencing a 27.2% increase, while the weak group shows an 11.2% decline This reflects a notable shift in students' attitudes and feelings towards their English lessons.

Teachers who have implemented life skills education in their lessons have recognized the essential role of soft skills for students, noting a positive shift in learners' attitudes and emotions.

Table 10: The statistic results of the survey before and after applying the innovation

Chart 12: The results of comparison on the students' expressing their soft skills before and after the innovation

Students in our classes that have adopted the new innovation have shown a remarkable improvement in their English speaking and communication skills They exhibit increased confidence, engagement, and creativity in their interactions.

Chart 13: The results of comparison on the students' communication skill before and after the innovation

The survey on teachers towards the urgency and feasibility of educating life

A survey was conducted to assess teachers' perspectives on the urgency and feasibility of integrating soft skills into English classes Unfortunately, the requested file containing the survey results is unavailable, indicating that the URL may be incorrect or the document does not exist For more information on utilizing Google Drive for document management, visit [drive.google.com/start/apps](https://drive.google.com/start/apps).

And we have received unpredictable answers as the following charts

Chart 14: The results of the urgency and feasibility on the life skills

Chart 15: The results of the urgency and feasibility on the situations of teaching life skills

Discussion

After applying necessary life skills education in English speaking lessons for students in classes 10A2, 10A5, 10A7, 10A9 in our high school in school year 2023-

2024 the new measure has achieved the following specific efficiencies:

During their educational journey, students have recognized the importance of life skills, which play a crucial role in shaping their lifestyles and attitudes while guiding their future career choices.

The increasing number of students who are motivated to learn and set clear educational goals has led to a noticeable decline in truancy and rule violations within schools.

Students exhibit increased confidence in participating in learning activities, actively seeking out ideas and advice from others They prioritize gathering essential information relevant to their tasks while also focusing on enhancing their soft skills.

The number of students effectively showcasing their soft skills during post-speaking activities has significantly increased, indicating notable improvements in their qualities and capabilities.

During the process of implementing the solution I have also faced with some challenging things because of objective and subjective conditions

- Some of the activities are time-consuming to prepare

- Conducting experimental activities would make class noisy and affect to others - Infrastructure condition and teaching aids may be limited

- Some students are still shy, not active, creative and confident enough

Recapitulation

In conclusion, life skills play a crucial role in learning English as a foreign language, as language and culture are inherently linked Incorporating soft skills into English instruction enhances students' abilities in speaking, listening, presenting, and utilizing modern technology This approach not only boosts students' motivation to learn English but also fosters a sense of confidence and reduces stress during lessons.

Analysis and specific evidence indicate that my students are becoming more engaged in lessons and developing a clearer understanding of essential life skills They are learning to respect, conserve, and promote positive values while acquiring practical skills that enhance their lives.

We aim to highlight the importance and advantages of incorporating soft skills into English speaking lessons and other subjects We welcome feedback, comments, and suggestions from the judging council, educators, and readers to enhance our proposal.

Suggestions for further Studies

This paper acknowledges the constraints of time and resources in addressing all aspects of life skills within the framework of teaching innovation To enhance the effectiveness of this research in future studies, several recommendations for teachers are proposed.

It is necessary that teachers should redesign the activities in the lessons so that they are suitable with students’ abilities and can motivate students in each class

In addition to incorporating these games and activities in the Post-speaking stage of lessons, we recommend utilizing them for teaching reading, listening, and writing across various grades, both at our school and others This approach benefits not only students but also parents, enhancing the overall learning experience.

Students must recognize the significance of English in their daily lives to enhance their motivation for language learning Additionally, they should strive to practice English consistently and cultivate essential skills, such as effective presentation and proficiency in modern technology.

Parents and families should dedicate ample time and appropriate care to their children, enabling them to recognize and adapt to their developmental changes Regular communication with teachers is essential to support children in enhancing their life skills Schools and management agencies also play a crucial role in this collaborative effort.

Teaching life skills is crucial for students learning a second language, as it enhances their overall educational experience To facilitate this, there should be an increase in activities and forums focused on life skill education, allowing students to learn and share valuable experiences.

The activities of life skills education need implementing more scientifically and methodically

Sincerely thank you for your reading and assessment!

1 Brown, H.Douglas (1994) Principles of Language Learning and Teaching

(Third Edition) New Jersey: Prentice Hall Regents, Englewood Cliffs

2 Brown, H.Douglas (1994) Teaching by Principles: An Interactive Approach to

Language Pedagogy New Jersey: Prentice Hall Regents

3 Dolmans, D H J M., &Schmidt, H G (1994), what drives the student in problem-Based learning?

4 Medical Education, 28:372–380 Faidley, J., Evensen, D H., Salisbury-Glennon, J., Glenn, J., & Hmelo, C E (2000) How are we doing? Methods of assessing group processing in a problem based learning context

5 In D H Evensen & C E Hmelo (Eds.), Problem-learning: A research perspective onlearning interactions (pp 109-135) Hillsdale, NJ: Erlbaum

6 Mangrulkan, L., C V Whitman and M Posner 2001 Life Skills Approach to Child and Adolescent Healthy Human Development Washington, DC: Pan

7 Richard, J C and T S Rodgers 2001 Approaches and Methods in Language

Teaching Cambridge: Cambridge University Press

8 UNESCO (2008b) Focusing Resources on Effective School Health (FRESH), More About Skills – based Health Education [online], available: www.unesco.org/education/fresh [accessed 29/07/2008]

9 Nguyen Quoc Hung, 2013 Classroom technique in Teaching English in Vietnam, Đai Học Quốc Gia Hà Nội

1.https://tapchigiaoduc.moet.gov.vn/vi/magazine/download/?download=1&catid=3 42&ida93 Giáo dục kỹ năng sống cho học sinh THPT

2.https://doskills.edu.vn Vì sao cần giáo dục kĩ năng sống cho học sinh

1 Questions of the survey on the students

SURVEY ON THE 10 TH GRADERS

QUESTION 1: How much do you enjoy learning English?

A A great deal B Moderate C A little D Not at all QUESTION 2: How can you express your ideas in English lessons?

A Extremely well B Very well C Somewhat well D Not so well QUESTION 3: What do you want to learn in English lessons?

A Vocabulary and Grammar B 4 language skills

C Exercises for tests and examinations

D Practical activities on the knowledge of life skills

QUESTION 4: What is your favourite activity in English post-speaking lessons?

A Sharing general knowledge, playing games, joining activities to improve soft skills

B Playing games on vocabulary and grammar

QUESTION 5: How much is the life skills important to you?

C somewhat important D not so important

QUESTION 6: How relevant do you think the life skills you get now to what would support you in the future job and life?

A A lot B Not so much C A little bit D Not at all

QUESTION 7: What life skills can you improve during English speaking lessons?

A Communication skill and Solving problems skill

C Collaboration skill D All skills above

QUESTION 8: How do you think about the English speaking lessons integrated the soft skills?

A interesting, useful and meaningful B Boring and time- consuming

2 Questions of the survey on the teachers

QUESTION 1: How often do you integrate life skills education in English lessons?

QUESTION 2: What are disadvantages of integrating soft skills in teaching English?

A Take much time to prepare the lessons

B Make class noisy and stressful

C Lack of high quality equipment

D Some students are shy, they do not collaborate

QUESTION 3: What life skills can your students improve after the lessons?

C Solving problem skill D Collaboration E All things above QUESTION 4: What contents are necessary for your students?

A Being confident in a job interview, a good MC, a smart tour guide

C Sharing household chores and Giving a meaningful present to family members

D How to learn English effectively with modern technology

QUESTION 5: Does integrating soft skills education in teaching English help students improve their qualities?

QUESTION 6: Does students’ performing in speaking lessons with life skills support them to enhance their strengths?

3 Sample evaluation sheet for English speaking test

EVALUATION SHEET FOR THE MID-TERM TEST Learner’s name: Class: Date of testing: Talking time: Examiner:

(đúng yêu cầu đề bài)

(trôi chảy và tự tin)

4 More pictures for post- speaking activities in class

Unit 2, sort the trash into the correct group

Unit 2: Students design their livable house and some regulations to make class clean

Unit 2: Students treat the used items, create some useful things

Unit 1, Doing housework is fun

Unit 10, becoming a smart tour guide

Tiêu đề	Integrating Life Skills Education To Attract The Students’ Attention In Post-speaking Activity, English 10 At Nghi Loc 5 Upper Secondary School
Tác giả	Nguyễn Thị Hồng Anh, Nguyễn Thị Hà Ân, Nguyễn Thị Phương Loan
Trường học	Nghi Loc 5 Upper Secondary School
Chuyên ngành	Language Skill
Thể loại	Kinh Nghiệm Giảng Dạy
Năm xuất bản	2024
Thành phố	Nghi Loc

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Dung lượng	4,17 MB