NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUY HOP UPPER SECONDARY SCHOOL ===== ===== EXPERIENCE INITIATIVE SOME ACTIVITIES IN UNIT 7 OF THE ENGLISH 10 CURRICULUM “VIETNAM AND
INTRODUCTION
Reasons for choosing the topic
This study aims to investigate how specific activities in Unit 7: Vietnam and International Organizations can enhance patriotism and understanding of international organizations among students By fostering national pride and promoting awareness of global cooperation and diplomacy, these activities hold the potential to significantly impact students' educational experiences The following section will outline the rationale for this study, detail the specific activities, and highlight the importance of integrating patriotism and comprehension of international organizations into modern education.
Unit 7 includes activities that foster patriotism in students by highlighting Vietnam's rich history and culture These activities emphasize the sacrifices of past generations for national independence and freedom, allowing students to cultivate a profound appreciation for their heritage Engaging in these experiences is essential for developing responsible citizens who take pride in their nation.
Engaging students in activities that highlight the importance of national symbols, anthems, and traditions in Vietnam plays a crucial role in enhancing their understanding of patriotism By exploring these elements, students cultivate a deeper connection to their country, which is essential for nurturing a profound love for their homeland.
Unit 7 activities not only foster patriotism but also significantly enhance students' understanding of international organizations By exploring the intricate network of global institutions, treaties, and agreements, these activities expand students' awareness of the interconnectedness among nations in today's world.
Participating in mock simulations of international organizations like the United Nations helps students cultivate essential skills in diplomacy, negotiation, and problem-solving These competencies are crucial for comprehending the functions of international bodies and equip students for future careers in global diplomacy and collaboration.
The study emphasizes the critical role of promoting patriotism and understanding international organizations in modern education By instilling a sense of belonging and responsibility in students, patriotism encourages active participation in their nation's growth and development Furthermore, a robust sense of patriotism fosters responsible citizens who contribute positively to society.
In today's interconnected world, grasping the significance of international organizations is crucial as globalization influences our lives Students must understand how these organizations tackle global challenges, maintain peace, and foster sustainable development A comprehensive education that incorporates these elements not only prepares students for future endeavors but also fosters a more peaceful and collaborative global community.
In summary, the study on Unit 7: Vietnam and International Organizations highlights the importance of fostering patriotism and understanding of international organizations in modern education By involving students in activities that promote these values, we prepare them to become responsible and informed global citizens This research emphasizes how such initiatives can positively influence students' attitudes and perspectives, ultimately contributing to a brighter future for Vietnam and the global community.
Objectives and tasks of the study
- Objective: The primary objective of the study is to evaluate the extent to which the activities in Unit 7 influence students' sense of patriotism in the context of Vietnam
+ Conduct surveys and interviews to gauge students' perceptions of patriotism before and after participating in the activities
+ Analyze changes in students' attitudes towards national symbols, traditions, and the significance of the nation's history
+ Examine the correlation between the level of engagement in these activities and the development of patriotic sentiments.
Research scope
This study focuses on the impact of activities in Unit 7 of the English 10 curriculum within a high school environment, examining specific elements related to this educational framework.
This study focuses on high school education, specifically targeting students aged 15 to 18 enrolled in English 10 courses.
The study focuses exclusively on Unit 7 of the English 10 curriculum, emphasizing topics related to Vietnam and international organizations It does not cover other units or subjects within the curriculum.
The research is intended for high schools, where English 10 or similar curricula are offered
This research focuses exclusively on the activities and lessons outlined in Unit 7 of the English 10 curriculum, encompassing various instructional elements such as reading assignments, discussions, and projects that are pertinent to the unit's content.
Research Methodology
This study employs a comprehensive research methodology to evaluate the impact of Unit 7 activities on fostering patriotism and understanding of international organizations in high school English 10 classes By integrating both qualitative and quantitative research methods, the methodology aims to provide a thorough assessment of the study's objectives.
To evaluate the impact of Unit 7 activities on high school students, pre- and post-activity surveys will be conducted to measure their initial levels of patriotism and understanding of international organizations These surveys will feature a mix of closed-ended and open-ended questions, allowing for a comprehensive collection of student perceptions and responses.
In Unit 7, a thorough content analysis will be conducted on materials such as textbooks, lesson plans, and student assignments to assess how effectively the curriculum fosters patriotism and comprehension of international organizations This analysis aims to determine the alignment of these educational resources with the intended learning outcomes.
Statistical analysis will be conducted on pre- and post-activity survey data to evaluate shifts in students' patriotism levels and their understanding of international organizations This analysis will include calculating mean scores, performing t-tests, and applying regression analysis when relevant to determine the significance of observed changes.
Thematic analysis will be conducted on qualitative data gathered from interviews and open-ended survey responses, allowing for the identification and categorization of common themes related to patriotism and understanding of international organizations This approach will yield valuable qualitative insights into students' experiences and perceptions.
This research methodology aims to thoroughly assess how Unit 7 activities influence high school students' sense of patriotism and their understanding of international organizations, offering significant contributions to educational practices and curriculum development.
Some new factors of the study
Integrating innovative teaching methods into the curriculum can significantly improve the comprehensiveness and effectiveness of education These approaches can foster patriotism and enhance students' understanding of international organizations, particularly in the context of English 10 in high schools It is essential to explore new factors that influence these teaching methods to maximize their impact on student learning.
Blended learning models, which integrate traditional classroom instruction with online resources and interactive digital tools, have shown promise in enhancing student engagement This approach is particularly effective in studying international organizations and fostering patriotism, as the online components can provide dynamic and interactive experiences that resonate with learners By assessing the effectiveness of these models, educators can better understand how to leverage technology to create a more engaging and impactful learning environment.
Incorporating project-based learning (PBL) into Unit 7 activities allows students to engage with global issues through collaboration, research, and presentations This approach not only enhances their understanding of international organizations but also fosters the development of patriotic values Evaluating the impact of PBL on students' learning outcomes can provide valuable insights into its effectiveness in promoting civic awareness and global citizenship.
Simulation games and role-playing:
Incorporate simulation games and role-playing activities in Unit 7 to replicate real-world scenarios, evaluating their effectiveness in enhancing student engagement, critical thinking skills, and comprehension of international organizations.
Peer teaching and collaborative learning:
Implement strategies that encourage peer teaching and collaborative learning Assess how students teaching each other about international organizations and their respective cultures can foster better understanding and empathy
Incorporating technology like video conferencing, virtual reality, and online discussion forums can enhance connections with international students and experts It is essential to assess how these technological tools influence students' global awareness and their feelings of patriotism.
Introduce gamification elements into the curriculum, like quizzes, challenges, or rewards Investigate whether these elements enhance student motivation and engagement in learning about international organizations and fostering patriotism
Formative assessment methods, such as self-assessment and peer feedback, play a crucial role in helping students track their progress and cultivate a reflective mindset These strategies not only enhance students' understanding of the material but also boost their motivation to learn.
Integrating new teaching methods into the English 10 curriculum in high schools enhances the understanding of how various approaches influence the promotion of patriotism and comprehension of international organizations This exploration of innovative strategies aligns with the latest educational practices, fostering a more nuanced learning experience.
CONTENTS
Theoretical basis
Patriotism is a complex and deeply rooted concept in human history and culture, characterized by a strong sense of attachment, loyalty, and affection for one's homeland It embodies a commitment to the well-being of the nation and its shared values, as interpreted by various scholars and thinkers throughout time.
Patriotism, as defined by philosopher George Kateb, is characterized by a willingness to sacrifice for one's country This definition highlights the deep emotional connection individuals have with their homeland, as they may be prepared to make personal sacrifices for the greater good of their nation (Kateb, 2013).
American historian Howard Zinn defines patriotism as "the love for one's country of birth or country of adoption," highlighting its inclusive essence This perspective underscores that patriotism encompasses emotional connections to both one's homeland and the country of residence, transcending geographic and national boundaries (Zinn, 2009).
Robert J Jensen, a notable journalist and academic, defines patriotism as a dedication to promoting the common good within one's homeland and ensuring that the nation adheres to its highest principles This definition highlights the active and selfless nature of patriotism, positioning it as a vital force for upholding and enhancing a nation's ethical and societal ideals (Jensen, 2013).
Patriotism is a complex interplay of emotions, attachment, and commitment, encompassing a deep love for one's homeland and a readiness to sacrifice for its well-being It involves an active dedication to upholding the shared principles and values that define a nation This multifaceted understanding of patriotism serves as a theoretical foundation for its exploration within the English 10 curriculum activities.
2.1.2 Theoretical background related to the study
The theoretical foundation of the study explores essential concepts and theories that highlight the role of specific activities in Unit 7 in fostering patriotism and enhancing awareness of international organizations These theories create a framework for analyzing the relationship between education, patriotism, and global consciousness.
Social constructivism, introduced by Lev Vygotsky, highlights the importance of social interactions in the learning process This approach suggests that students enhance their knowledge by actively participating in activities and collaborating with peers and educators In Unit 7, the designed activities create a supportive environment for students to develop their understanding of patriotism and international organizations through meaningful collaborative experiences.
David Kolb's experiential learning theory emphasizes that significant learning happens through a cycle of concrete experiences, reflective observation, abstract conceptualization, and active experimentation In Unit 7, students participate in hands-on activities focused on patriotism and international organizations, which enable them to reflect on their experiences, formulate abstract ideas, and apply their acquired knowledge effectively.
Critical pedagogy, inspired by Paulo Freire, aims to empower students to critically assess and confront social inequalities This study emphasizes the importance of analyzing patriotism and international organizations, urging students to question underlying assumptions and participate in discussions about the wider implications of these ideas.
Global citizenship education promotes a sense of responsibility towards global issues, encouraging individuals to identify as global citizens Unit 7's activities support this framework by enhancing awareness of international organizations and highlighting the vital role students play in tackling global challenges.
Social identity theory, introduced by Henri Tajfel, is essential for understanding how individuals relate to social groups This study explores how activities in Unit 7 can affect students' sense of identification with their nation and the global community, as well as how these identities may interact and influence each other.
Bloom's Taxonomy serves as a cognitive framework that enables educators to create activities that enhance different levels of thinking, ranging from fundamental knowledge and comprehension to advanced skills such as analysis, synthesis, and evaluation This study examines how the activities in Unit 7 correspond with these cognitive processes, facilitating a more profound understanding of patriotism and international organizations.
This study investigates how activities in Unit 7 foster patriotism and enhance understanding of international organizations in the high school curriculum The theoretical framework shapes the research questions and guides the methodology to evaluate the effects of these activities on students' cognitive and emotional growth.
Practical situation of problems
2.2.1 Practical situation of teaching English at Quy Hop High school
Teaching English at Quy Hop High School presents distinct challenges and opportunities due to the students' Vietnamese backgrounds As native Vietnamese speakers, their language proficiency influences both their attitudes and capabilities in learning English, creating a unique educational environment that impacts the overall teaching and learning experience.
The dominance of Vietnamese as the students' native language significantly impacts their communication skills, as it fosters a natural preference for expressing themselves in Vietnamese This comfort with their native language can result in shyness and reluctance to engage in English, creating challenges in promoting an English-speaking environment.
Shyness and lack of confidence:
Building confidence in English is essential, as shyness and low self-esteem can prevent students from participating actively in lessons Many students feel self-conscious about making mistakes or speaking publicly, which affects their willingness to engage in activities in Unit 7 that foster understanding of patriotism and international organizations.
Access to teaching materials can often be restricted, posing challenges for educators Teachers may struggle to find current textbooks, supplementary resources, or technology essential for implementing innovative teaching strategies This scarcity of resources can significantly affect the diversity and quality of materials available for enhancing English instruction.
Lack of diverse teaching methods:
The current scenario reveals a lack of diverse teaching methods among English teachers, who struggle to deliver engaging and interactive lessons that address various learning styles and interests This limited approach can hinder the effectiveness of Unit 7 activities aimed at fostering patriotism and enhancing understanding of international organizations.
Understanding the practical situation of teaching English at Quy Hop High School is pivotal for designing effective and contextually relevant Unit 7 activities
This article highlights the challenges in education and emphasizes the necessity of adapting teaching methods and materials to cater to the unique needs and characteristics of Vietnamese students.
2.2.2 The levels of students’ patriotism and understanding of international organizations before the study
To effectively evaluate the influence of Unit 7 activities on students' patriotism and their understanding of international organizations, it is crucial to first assess their initial levels of patriotism and knowledge This baseline evaluation offers important context for measuring any changes that may arise from the study.
Before the study, students at Quy Hop High School displayed differing degrees of patriotism, with some showing strong loyalty to their homeland while others felt more ambivalent Factors such as native language dominance, cultural influences, and shyness played a role in how openly students expressed their patriotism Additionally, the wider social and cultural context in Vietnam also impacted the levels of patriotism among the students.
Students' understanding of international organizations varied significantly, with some having a basic awareness of entities like the United Nations, while others lacked any knowledge The effectiveness of teaching materials and diverse instructional methods influenced the depth of their understanding, highlighting the challenges in educating students about these important organizations.
Below are the results of the survey before the study:
Question 1: How proud are you to be Vietnamese? o Extremely Proud: 35% o Proud: 15% o Neutral: 40% o Not Very Proud: 10% o Not Proud at All: 0%
Question 2: How would you rate your knowledge of international organizations? o Very knowledgeable: 15% o Somewhat knowledgeable: 20% o Not very knowledgeable: 65%
Question 1: How proud are you to be Vietnamese?
A significant 35% of surveyed students express an intense pride in their Vietnamese identity, reflecting a strong emotional connection to their homeland, culture, and heritage This deep sense of patriotism suggests that these individuals are likely to value their national identity and cultural roots profoundly.
Fifteen percent of students identify as "Proud," demonstrating a strong sense of pride in their Vietnamese identity Although this group is slightly smaller than those who consider themselves "Extremely Proud," they still exhibit a significant level of patriotism and connection to their country.
Neutral (40%): A large portion of respondents, 40%, indicated that they feel
"Neutral" about being Vietnamese This group may have a more balanced or ambivalent attitude towards their nationality, neither strongly affirming nor negating their patriotism
A small portion of surveyed students, accounting for 10%, expressed feelings of "Not Very Proud" to be Vietnamese, indicating a potential lack of patriotism and a weaker connection to their national identity and cultural heritage.
The survey results indicate that none of the respondents chose "Not Proud at All," highlighting a strong connection to Vietnamese identity among the participants This finding suggests that there is no complete disassociation or rejection of their cultural heritage within the sample group.
How would you rate your knowledge of international organizations?
Very knowledgeable Somewhat knowledgeable Not very knowledgeable
Question 2: How would you rate your knowledge of international organizations?
Very Knowledgeable (15%): A relatively small percentage of students (15%) expressed that they consider themselves "Very Knowledgeable" about international organizations This group likely possesses a substantial understanding of global entities and their functions
Somewhat Knowledgeable (20%): About one-fifth of the respondents (20%) reported being "Somewhat Knowledgeable." These students may have a moderate understanding of international organizations, suggesting some familiarity with these entities
A significant 65% of surveyed students reported feeling "Not Very Knowledgeable" about international organizations, suggesting that most students lack a comprehensive understanding of the roles and activities of these entities.
The survey reveals a diverse range of student sentiments regarding patriotism and their understanding of international organizations These insights serve as a crucial baseline for evaluating the effects of Unit 7 activities on enhancing students' levels of patriotism and knowledge of international organizations.
Measures to solve the problem
2.3.1 Patriotism Trivia Quiz (Warm- up)
Applied to Unit 7- Lesson 1: Getting started – Part A: Warm up
Objective: To test and deepen students' knowledge of Vietnamese history and culture
Organize an engaging trivia quiz focused on Vietnamese history, culture, and significant events, allowing students to participate individually or in teams The quiz can feature questions about national heroes, cultural traditions, and important historical milestones This interactive activity not only assesses students' knowledge but also promotes patriotism by celebrating Vietnam's rich heritage.
Steps for Conducting the "Patriotism Trivia Quiz"
Gather a list of trivia questions related to Vietnamese history, culture, and significant events You can categorize questions into different sections, such as historical figures, cultural traditions, and modern history
Prepare a set of buzzers or flashcards to indicate who answers first in a team setting
Organize the classroom into teams or allow individual participation, depending on the class size and your preferences
Prepare a scoring system to keep track of the correct answers and award points
Begin the activity by explaining the purpose of the quiz: to test and deepen students' knowledge of Vietnamese history and culture while fostering patriotism
The quiz format allows for either a predetermined order of questions or random selection Participants, whether teams or individual students, take turns choosing a category and a point value, mirroring the style of popular television quiz shows.
Conduct multiple rounds of questions, focusing on different categories For example:
Round 1: Historical Figures: Ask questions related to national heroes, leaders, and significant historical figures For instance: "Who is considered the Father of Vietnam?"
Round 2: Cultural Traditions: Pose questions about Vietnamese customs and cultural practices For example: "What is the significance of the Lunar New Year in Vietnamese culture?"
Round 3: Modern History: Include questions about contemporary events and milestones For example: "What was the significance of the Đổi Mới (Renovation) policy in Vietnam?"
Award points to teams or individuals based on correct answers Keep a running tally of the scores throughout the quiz
After the quiz, engage students in a discussion about what they learned during the activity Encourage them to share interesting facts or insights they gained about Vietnamese history and culture
Reflect on the importance of celebrating one's heritage and the role of knowledge in fostering patriotism
Sample Questions for the "Patriotism Trivia Quiz"
1 Who is considered the national hero of Vietnam and led the country to independence from French colonial rule?
2 What is the name of the traditional Vietnamese dress, often worn on special occasions?
3 What is the cultural significance of the Mid-Autumn Festival in Vietnam?
4 Which event marked the end of the Vietnam War and the reunification of North and South Vietnam?
5 Who is the author of the Vietnamese Declaration of Independence, known as the 1945 Proclamation of Independence?
Applied to Unit 7- Lesson 2: Language – Part A: Warm up
Objective: To familiarize students with flags of different countries and their role in international relations
Engage students in a fun and educational bingo game featuring flags from various countries In this interactive activity, the teacher shares interesting facts about different nations while students mark the corresponding flags on their bingo cards This game not only enhances students' knowledge of global diversity but also highlights the significance of international organizations in fostering global cooperation.
Steps for Conducting "International Flag Bingo"
To engage students in a fun and educational activity, prepare unique bingo cards featuring a 5x5 grid, with each square showcasing a small image or drawing of a flag from various countries Ensure that you create enough distinct cards to accommodate all participants.
Prepare a list of facts or information about the countries represented on the bingo cards These facts can be related to the culture, geography, or history of each country
Create bingo markers for the students to use These can be small stickers, erasers, or any other easily attachable markers
Begin the activity by explaining the objective: to familiarize students with the flags of various countries and to learn interesting facts about those countries
Show students an example bingo card and explain how to play the game
Distribute a bingo card and markers to each student
Explore fascinating facts about various countries, such as Norway, renowned for its stunning fjords and as the host of the Nobel Peace Prize Can you guess which country's flag represents these remarkable features?
As you call out facts, students listen and look for the corresponding flag on their bingo cards If they have the flag, they mark it with a marker
A student achieves victory in bingo by completing a row, column, or diagonal line on their card When a student calls out "Bingo!" or raises their hand, it's essential to confirm their win by cross-referencing their card with the facts that have been announced.
After a student wins, engage the class in a discussion about the countries they've learned about and their flags Discuss the cultural, historical, and geographical significance of these countries
Reflect on how flags represent countries and the role of international organizations, like the United Nations, in promoting global cooperation and peace
Sample Facts for "International Flag Bingo"
1 This country is famous for its ancient pyramids and the River Nile Which country's flag is this?
2 The flag of this nation features a maple leaf Which country does it represent?
3 This country is known for its vibrant festivals, including Diwali and Holi Which country's flag is this?
4 Which country has a flag with a red circle on a white background and is the birthplace of sumo wrestling?
5 This country's flag has a blue and white design with a star in the center and is known as the "Land of the Rising Sun." Which country is it?
Applied to Unit 7- Lesson 8: Project – The first part of the lesson
Objective: To explore the concept of peace and the efforts of international organizations in promoting it
Engage students in a collaborative jigsaw puzzle activity featuring symbols of peace, such as a dove or olive branch, or a map highlighting countries involved in peacekeeping missions As they work together to complete the puzzle, encourage discussions on the importance of peace in international relations This interactive experience emphasizes the vital role of international organizations in fostering peace and security globally.
Steps for Conducting the "Peace Puzzle Challenge"
Select a jigsaw puzzle that embodies the theme of peace, or design a custom puzzle featuring an image that symbolizes peace and international collaboration Another option is to opt for a world map puzzle, which effectively represents the concepts of peace and global cooperation.
Ensure you have enough copies of the puzzle for students to work on in small groups
Begin the activity by introducing the concept of peace and the importance of international organizations in maintaining global peace and security
Show the students the jigsaw puzzle and explain that they will work together to assemble it
Divide the students into small groups, with each group receiving a copy of the puzzle
Instruct each group to start assembling their puzzle Encourage them to work together and cooperate to complete the puzzle
While students are working on the puzzle, facilitate a guided discussion Ask questions to encourage critical thinking and reflection, such as:
What does the image on the puzzle represent to you in terms of peace and cooperation?
How do you think international organizations like the United Nations contribute to maintaining peace in the world?
Can you name any specific peacekeeping missions or initiatives led by international organizations?
Why is peace important for the prosperity and well-being of nations and individuals?
After completing their puzzle, encourage the group to share their insights on the symbolism of peace and the significance of international organizations, allowing them to present their findings to the whole class.
Conclude the activity with a whole-class discussion Encourage students to share what they've learned about the concept of peace and how international organizations contribute to it
Assign students a reflective task, such as writing a short essay or creating artwork that represents their understanding of peace and its significance in the world
Discussion Questions for "Peace Puzzle Challenge"
1 What does the image on the puzzle symbolize in terms of peace and international cooperation?
2 How do international organizations like the United Nations work to maintain peace in the world?
3 Can you name any specific peacekeeping missions or initiatives led by international organizations, and where have they been active?
4 Why is peace important for the prosperity and well-being of nations and individuals?
5 How can individuals contribute to promoting peace and understanding in their communities and globally?
2.3.4 Project activity: "Promoting patriotism and understanding of international organizations"
Applied to Unit 7- Lesson 8: Project – The main part of the lesson
Objective: To encourage students to explore and apply their understanding of patriotism and international organizations through a self-guided project
This project enables students to independently or collaboratively explore and present on various aspects of patriotism and international organizations By selecting topics, conducting thorough research, and developing presentations, students will showcase their understanding and insights on these important subjects.
Steps for Conducting the Project Activity:
Allow students to select their project topics related to patriotism and international organizations Topics may include:
The role of Vietnamese national heroes in fostering patriotism
The impact of international organizations like the United Nations on global peace and security
The cultural significance of specific international events in Vietnam
The contributions of Vietnam to international organizations or peacekeeping missions
Instruct students to conduct research on their chosen topics They can use a variety of sources, including books, articles, online resources, and interviews if available
Encourage critical analysis of the information gathered and the synthesis of key findings
Ask students to create a project based on their research They can choose from various project formats, including:
Visual presentations (e.g., posters, infographics, or PowerPoint presentations)
Creative projects (e.g., art, music, or multimedia presentations)
Students should incorporate visuals, data, and references to enhance the quality and effectiveness of their projects
Organize a peer review session where students present their projects to their classmates Each student or group should provide constructive feedback on their peers' work
Schedule a presentation day where each student or group presents their projects to the class These presentations can be followed by Q&A sessions to promote discussion and deeper understanding
After all presentations are complete, facilitate a class discussion on the topics presented and the role of patriotism and international organizations in today's world
Encourage students to reflect on how they can contribute to promoting patriotism and supporting the efforts of international organizations in their daily lives or future careers
Assessment: Evaluate students' projects based on their research, presentation, creativity, and the depth of understanding demonstrated in their work Additionally, consider their participation in peer reviews and class discussions
Unit 7's "Project Activity" empowers students to take charge of their learning by exploring personal interests and applying their knowledge to real-world challenges This initiative fosters critical thinking, enhances research skills, and encourages creativity, while also deepening students' understanding of patriotism and the influence of international organizations in a global context.
The survey on the urgency and feasibility of proposed solutions
This study investigates how activities in Unit 7, centered on Vietnam's interactions with international organizations, cultivate patriotism among participants while improving their understanding of these global entities Engaging in these activities enhances individuals' appreciation for their national identity and broadens their perspective on the functions of international organizations This dual emphasis connects local pride with global awareness, fostering a more informed and patriotic citizenry that values both national and international contexts.
The survey content focuses on 02 main issues:
1 Are the proposed solutions really urgent to the current research problem?
2 Are the proposed solutions feasible to the current research problem?
2.4.2.2 Survey methods and rating scales
The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from 1 to 4):
Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and Very Viable
- Calculate the average score ̅ according to software Average
- Survey the urgency and feasibility of the proposed solution
Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking (X) uniquely in the box of the selected option
Question 1: According to the teacher, is it really necessary to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Less urgent Urgent Very urgent
Question 2: Is it feasible apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the current time?
Little feasible Feasible Very feasible
We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option
Question 1: In your opinion, is it really necessary to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Less urgent Urgent Very urgent
Question 2: In your opinion, is it feasible to apply some activities in unit 7:
Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Little feasible Feasible Very feasible
1 English teachers of 3 high schools in the district 26
2 10 grade students, at two experimental classes at the work school 75
2.4.4 Survey results on the urgency and feasibility of proposed solutions 2.4.4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution
According to you, is it really necessary to apply some activities in unit 7:
Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Less urgent Urgent Very urgent
In your opinion, is it really necessary to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Less urgent Urgent Very urgent
Table 3: Calculate average score by Average software
1 According to you, is it really necessary to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
2 In your opinion, is it really urgent to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the current time?
3,80 Very urgent The provided information consists of two tables, Table 1 and Table 2, which present the results of surveys conducted among teachers and students, respectively
The tables assess the urgency of implementing activities related to Unit 7, which examines Vietnam and international organizations in the context of fostering patriotism and understanding Each table features two primary columns: "Solutions to Discuss" and "Degree," highlighting the various approaches and their respective importance in promoting these themes.
The table for teachers shows responses to the question about the necessity of applying activities from Unit 7 in the present time
The responses are categorized into four degrees of urgency: "Not urgent,"
"Less urgent," "Urgent," and "Very urgent."
The distribution of responses among these categories is as follows:
Not urgent: 0 out of 26 respondents
Less urgent: 1 out of 26 respondents
Very urgent: 20 out of 26 respondents
This distribution indicates that a significant majority of teachers (20 out of
26) perceive the implementation of these activities as "Very urgent."
The average scores of the four levels are: = 3,7
The second table shows student responses to a similar question regarding the necessity of these activities
The responses are also categorized into the same four degrees of urgency
The distribution of student responses is:
Not urgent: 0 out of 75 respondents
Less urgent: 2 out of 75 respondents
Very urgent: 55 out of 75 respondents
Like the teachers, a substantial majority of students (55 out of 75) also view the implementation of these activities as "Very urgent."
The average scores of the four levels are: = 3,78
Both tables indicate a significant agreement among teachers and students regarding the urgent need to incorporate activities from Unit 7 into the current curriculum, emphasizing the collective acknowledgment of the importance of fostering patriotism and enhancing understanding of international organizations.
Assess the feasibility of proposed solutions
In your opinion, is it feasible to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Little feasible Feasible Very feasible
In your opinion, is it feasible to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
Little feasible Feasible Very feasible
Table 3: Calculate average score by Average software
1 In your opinion, is it feasible to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
2 In your opinion, is it feasible to apply some activities in unit 7: Vietnam and international organizations help promote patriotism and understanding of international organizations in the present time?
The survey results from teachers and students regarding the implementation of activities from Unit 7, which emphasizes Vietnam and international organizations in fostering patriotism, indicate varying degrees of feasibility The feasibility is classified into four categories: "Not feasible," "Little feasible," "Feasible," and "Very feasible."
This table shows the teachers' perspectives on the feasibility of implementing the activities in question
The distribution of responses among the categories is as follows:
Not feasible: 0 out of 26 respondents
Little feasible: 1 out of 26 respondents
Very feasible: 23 out of 26 respondents
A significant majority of teachers, specifically 23 out of 26, view the integration of these activities as "Very feasible," demonstrating a strong confidence in their practicality within the existing framework.
The average scores of the four levels are: = 3,84
The second table reflects the students' views on the same matter
The distribution of student responses is:
Not feasible: 0 out of 75 respondents
Little feasible: 5 out of 75 respondents
Very feasible: 60 out of 75 respondents
Similarly, a significant majority of students (60 out of 75) also find the implementation of these activities to be "Very feasible."
The average scores of the four levels are: = 3,73
Both teachers and students strongly agree on the high feasibility of implementing activities from Unit 7 in the current educational context The consensus that these activities are "Very feasible" indicates adequate resources, support, and interest for successful integration This alignment in perspectives between teachers and students is a promising sign for the effective implementation of the proposed activities.
The effectiveness of the solutions
The study's solutions have successfully enhanced students' speaking skills, fostered patriotism, and improved their understanding of international organizations After completing Unit 7, students have shown significant progress in these areas.
Students have shown significant improvement in their speaking skills, thanks to the engaging activities in Unit 7, including debates, presentations, and group discussions These experiences have allowed them to practice and enhance their oral communication abilities, leading to increased confidence in expressing their thoughts As a result, they actively participate in classroom discussions, present their ideas clearly, and communicate effectively with their peers This collaborative learning environment has played a crucial role in developing articulate and confident speakers, marking a notable achievement in their educational journey.
The study has significantly enhanced students' sense of patriotism by engaging them in activities that celebrate Vietnamese culture, history, and heritage As a result, students have formed a deeper connection with their homeland, expressing increased pride in their identity and a greater appreciation for cultural traditions and national heroes This renewed patriotism is reflected not only in their verbal expressions but also in their active involvement in cultural events and community activities, ultimately shaping students who are more connected and committed to their country.
The study has effectively broadened students' understanding of international organizations, particularly through activities focused on global issues, diplomacy, and peace initiatives As a result, students are now equipped to analyze international matters with greater depth, recognizing the interconnectedness of nations and the critical importance of cooperation in tackling global challenges This enhanced knowledge enables them to engage in informed discussions about international affairs, fostering their potential to become responsible global citizens.
In summary, the study's implemented solutions significantly enhanced students' speaking skills, fostered a deeper sense of patriotism, and improved their understanding of international organizations The activities and assessments in Unit 7 played a crucial role in developing articulate, patriotic, and globally aware students These advancements indicate not only academic achievement but also the growth of well-rounded individuals ready to navigate an interconnected world.
Below are the results of the survey 2:
How proud are you to be Vietnamese? o Extremely Proud: 90% o Proud: 10% o Neutral: 0% o Not Very Proud: 0% o Not Proud at All: 0%
Section 2: Understanding of International Organizations
How would you rate your knowledge of international organizations after completing the study? o Very Knowledgeable: 80% o Somewhat Knowledgeable: 19% o Not Very Knowledgeable: 1%
On a scale of 1 to 5, with 1 being "Strongly Disagree" and 5 being
"Strongly Agree," please rate the following statements:
The study in Unit 7 significantly improved my understanding of international organizations and my sense of patriotism
The speaking activities in Unit 7 improved my speaking skills
The study in Unit 7 was engaging and enjoyable o Strongly disagree: 0% o Disagree: 0% o Neutral: 5% o Agree: 25% o Strongly agree: 70%
Strongly disagree Disagree Neutral Agree Strongly agree
Following the study in Unit 7, there has been a significant rise in students' sense of patriotism, with an impressive 90% expressing pride in being Vietnamese.
"Extremely Proud" to be Vietnamese This indicates a significant positive impact on their patriotic sentiments Furthermore, 10% of students expressed that they are
A recent study highlights the effectiveness of educational initiatives in fostering a sense of pride among Vietnamese students, with all participants expressing strong patriotic feelings Remarkably, none of the students reported feeling neutral or lacking pride in their Vietnamese identity These results indicate a significant enhancement in students' appreciation for their cultural heritage.
Section 2: Understanding of International Organizations
The survey results reveal a promising enhancement in students' knowledge of international organizations post-study, with 80% of students feeling "Very Knowledgeable" and 19% "Somewhat Knowledgeable." Only 1% reported being "Not Very Knowledgeable," highlighting a significant increase in understanding This data suggests that the study in Unit 7 has effectively bolstered students' comprehension of international relations and organizations, leading to a majority possessing a high level of knowledge in this field.
The overall assessment of the study reveals highly favorable results, with 70% of students "Strongly Agreeing" that Unit 7 significantly enhanced their understanding of international organizations and patriotism, while an additional 25% "Agree." Notably, there were no students who "Strongly Disagree" or "Disagree," and only 5% remained "Neutral." Additionally, the majority of students found the speaking activities engaging and enjoyable, highlighting the study's success in meeting its objectives and improving the overall learning experience.
The survey results highlight the significant positive impact of the study in Unit 7 on students' patriotism and understanding of international organizations Students reported a strong sense of pride in being Vietnamese, with many indicating extremely high levels of patriotism Furthermore, the study enhanced their knowledge of international organizations, as most students described themselves as "Very Knowledgeable." The overwhelmingly positive feedback in the overall assessment section shows that students found the study engaging and enjoyable while effectively achieving its goals These findings underscore the successful implementation of the study and its beneficial influence on students' identity and global awareness.
CONCLUSIONS AND RECOMMEMDATIONS
Conclusions
In summary, the study aimed at fostering patriotism and enhancing students' comprehension of international organizations through Unit 7 has proven to be highly successful The diverse methods utilized, including interactive activities, projects, and discussions, have led to significant positive results and valuable implications for students' educational experiences.
This study highlights that interactive and immersive classroom activities are effective in meeting educational goals, particularly in Unit 7, where such activities engaged students and enhanced their speaking skills As a result, students have become more confident in expressing their thoughts, participating in debates, and delivering presentations This improvement in communication proficiency is essential for their success in both academic and real-world contexts.
The study highlights the significance of a customized educational approach that integrates Vietnamese culture, history, and heritage into the curriculum This method has effectively fostered a deeper sense of patriotism among students, who have developed a greater appreciation for their Vietnamese identity and a stronger connection to their cultural roots.
The study's emphasis on international organizations and global issues has greatly expanded students' perspectives, providing them with a deeper understanding of the world and the importance of entities like the United Nations This knowledge is crucial for academic advancement and cultivates responsible global citizens capable of tackling the complex challenges facing our world today.
In summary, the study successfully enhanced students' speaking skills, fostered patriotism, and expanded their understanding of international organizations It highlights the significant impact of thoughtfully designed educational activities on student development The findings emphasize the need to incorporate cultural, historical, and global perspectives into the curriculum to cultivate a well-rounded and informed student body.
Recommendations
To enhance teaching methods and foster interactive activities that promote speaking skills, patriotism, and international awareness, it is essential to support ongoing professional development for English teachers Encouraging and facilitating these opportunities will empower educators to continually improve their instructional practices.
Resource allocation: allocate resources for the procurement of educational materials, including books, multimedia resources, and technology, to support a more engaging and comprehensive curriculum
Promote a diverse curriculum: encourage the integration of culturally relevant content and global perspectives across various subjects to foster a well- rounded education that complements the English curriculum
Monitor student progress: implement a systematic approach to monitor and assess students' progress in speaking skills, patriotism, and international awareness, and provide necessary support or interventions as required
Continued innovation: continue to develop and incorporate innovative teaching methods and activities that promote speaking skills, such as debates, discussions, and group presentations, to enhance student communication abilities
Cultural integration: integrate Vietnamese culture and heritage into English lessons to instill a sense of patriotism, providing students with opportunities to celebrate their national identity while learning the English language
Global perspectives: incorporate international issues and discussions about global organizations into lessons to broaden students' understanding of international organizations and their role in the world
Differentiated instruction: recognize the diverse learning styles and needs of students and adapt teaching methods and materials accordingly to ensure every student can thrive in the English classroom
Active participation: actively engage in class discussions, debates, and activities to practice and improve speaking skills Do not hesitate to express opinions and ideas confidently
Cultural appreciation: embrace opportunities to learn about Vietnamese culture and heritage, celebrating national traditions and historical figures with pride
Global awareness: continue to explore global issues, organizations, and international events outside of the classroom to further develop your understanding of international relations
Lifelong learning: recognize the value of ongoing education and personal development Keep honing your speaking skills, cultural appreciation, and international awareness beyond the classroom
These recommendations aim to improve curriculum effectiveness, assist educators in their teaching efforts, and empower students to develop strong speaking abilities, a deep sense of patriotism, and a comprehensive understanding of international organizations.
Survey: Assessing Levels of Patriotism and Understanding of International Organizations
Thank you for taking part in this survey, which aims to assess your existing levels of patriotism and your understanding of international organizations prior to engaging in Unit 7 activities Please provide your honest answers to the following questions, as your responses will remain confidential.
How proud are you to be Vietnamese? o Extremely Proud o Proud o Neutral o Not Very Proud o Not Proud at All
Part 3: Understanding of International Organizations
Please list any international organizations you are familiar with (e.g., United Nations, World Health Organization, UNESCO): …
How would you rate your knowledge of international organizations? o Very Knowledgeable o Somewhat Knowledgeable o Not Very Knowledgeable
Thank you for participating in this survey; your feedback is crucial for our research Your responses will provide valuable insights into your existing levels of patriotism and understanding of international organizations, which will help us assess the impact of Unit 7 activities on your perspectives.
Survey Title: Assessing levels of patriotism and understanding of international organizations Dear Participants,
We invite you to participate in our post-study survey to help us enhance your educational experience This survey aims to evaluate the impact of the study conducted in Unit 7 on your patriotism and understanding of international organizations.
We kindly ask you to take a moment to answer the following questions sincerely and thoughtfully Your feedback will offer valuable insights into the study's effectiveness and assist us in making ongoing improvements to the curriculum.
How proud are you to be Vietnamese? o Extremely Proud o Proud o Neutral o Not Very Proud o Not Proud at All
Section 3: Understanding of International Organizations
How would you rate your knowledge of international organizations after completing the study? o Very Knowledgeable o Somewhat Knowledgeable o Not Very Knowledgeable
On a scale of 1 to 5, with 1 being "Strongly Disagree" and 5 being
"Strongly Agree," please rate the following statements:
The study in Unit 7 significantly improved my understanding of international organizations and my sense of patriotism
The speaking activities in Unit 7 improved my speaking skills
The study in Unit 7 was engaging and enjoyable o Strongly disagree o Disagree o Neutral o Agree o Strongly agree
Thank you for taking part in our survey; your feedback is crucial for enhancing our educational programs We appreciate your honest responses, which will remain anonymous.