Skkn cấp tỉnh adapting activities to foster communication skills in teaching communication and culture clil lessons for 10th graders at tinh gia 3 high school

Reason for teaching experience In recent years, there has been a mounting recognition of the importance of equipping students with robust communicative skills, especially in the context

I: INTRODUCTION 1.1 Reason for teaching experience

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

Admittedly, the significance of communicative skills cannot be overstated In an increasingly interconnected global community, the ability to articulate thoughts and ideas effectively is crucial Moreover, communicative skills are not just limited to the realm of personal interactions but play a pivotal role in the professional sphere as well Therefore, nurturing these skills in the formative years, particularly for 10th graders, sets the stage for lifelong competence

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

Additionally, the unique demographic and cultural backdrop of students at Tinh Gia 3 high school brings forth specific challenges and opportunities The diversity of the student body, in terms of linguistic and cultural backgrounds, necessitates a tailored approach to instruction Thus, merely transplanting generic CLIL activities may not suffice It is essential to adapt these activities in

a way that resonates with the students' lived experiences and caters to their specific needs

Equally important, research indicates that engaging, interactive, and contextually relevant activities can significantly enhance the learning experience By adapting activities that are attuned to the students' backgrounds and interests, educators can foster a more immersive and meaningful learning environment This, in turn, can lead to better retention, understanding, and application of the content and language skills

In conclusion, the rationale behind this study lies in bridging the gap between the overarching goals of CLIL and the specific needs of 10th graders at Tinh Gia

3 high school by adapting activities to foster communicative skills, educators can ensure that students are not only proficient in the content but also equipped with the ability to articulate, converse, and engage effectively in diverse settings This endeavor, undoubtedly, will prepare students for future challenges and opportunities in both their academic and professional lives

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

approachable and effective, I have integrated “Adapting activities to foster communication skills in teaching communication and culture/CLIL lessons for 10th graders at Tinh Gia 3 high school”.

1.2 Purpose of teaching experience

The primary objectives of this study is to evaluate, design, and implement adapted activities tailored to develop communicative skills in students participating in communication and culture/CLILlessons By focusing on 10th graders at Tinh Gia 3 high,the study aims to:

* Assess the current state of communicative skills: Before introducing

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

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

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

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

activities that are not only aligned with the CLIL framework but also specifically aim at bolstering communicative skills These activities will consider the unique cultural and linguistic backgrounds of the students at Tinh Gia 3 high school

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

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

* Provide recommendations for future interventions: Post implementation

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

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

1.3 Background of teaching experience

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

* Participants:

The study may involve surveys, interviews, and classroom observations of 10th - grade students in Tinh Gia 3 High School in the second term of school year 2023-2024 and 2024-2025 While the findings of the study may be limited

to Tinh Gia 3 High School's 10th - grade students, they could still have implications for other similar schools that use CLIL teaching methods The study may provide insights and recommendations for teachers and educators with the intention of improving their teaching practices as well as promoting a more inclusive and culturally responsive learning environment in their classrooms

1.4 The research methodology: The research methodology outlines the

systematic plan to be employed to address the objectives of the study The following is a proposed methodology tailored to the study:

* Research design: Exploratory Research: Begin with an exploratory phase to

understand the current state of communication and culture/CLIL lessons and the communicative skills of the 10th graders This will help in identifying gaps and areas of potential improvement

* Data collection methods: Observations: Conduct classroom observations to

assess the effectiveness of current CLIL activities in fostering communicative skills Interviews: Conduct structured interviews with educators to gain deeper insights into challenges and opportunities in the existing curriculum Pre-and Post-Assessments: Before and after the implementation of adapted activities, carry out assessments to measure changes in students' communicative proficiency based on speaking rubrics

* Implementation of adapted activities:

- Based on the findings from data collection and analysis, design tailored activities to enhance communicative skills

- Integrate these activities into the CLIL lessons for a designated period, ensuring teachers are trained and equipped to deliver them

* Evaluation:

- Compare pre- and post-implementation assessment results based on rubrics to gauge the impact of the adapted activities on communicative skill development

- Use statistical tests to ascertain if observed changes are statistically significant

By employing this structured research methodology, the study aims to provide rigorous and actionable insights into how Communication and Culture/CLIL activities can be effectively adapted to promote communication skills among 10th graders at Tinh Gia 3 high school

* Structure of the research:

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

of the topic conclusions and some suggestions for developing research

* Plan of the research

2 From September 2024 to March

2025

Applying the initiative and writing research

1.5 Innovation of teaching experience

To enhance the experience of adapting activities to develop communicative skills in teaching culture and CLIL (Content and Language Integrated Learning) lessons for 10th graders at Tinh Gia 3 High School, several innovative factors can be introduced These new methods, compared to

traditional teaching approaches, focus on more interactive and student-centered learning

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

Besides, incorporating role-playing and simulations can greatly enhance communicative competence Students could participate in mock scenarios, such

as debates, interviews, or cultural negotiations, which require them to actively use the language in a contextually relevant manner This immersive experience not only improves their language skills but also their understanding of cultural nuances

In addition, utilizing digital tools and platforms can transform the traditional classroom Interactive apps for language learning, online forums for cultural exchange, and virtual reality tours of historical sites can provide an engaging and immersive learning experience These tools make learning more dynamic and accessible, catering to different learning styles

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

By integrating these innovative methods into the curriculum, Tinh Gia 3 High School can provide a more engaging, effective, and communicative learning experience for its 10th graders These methods not only enhance language skills but also deepen cultural understanding, which is crucial in CLIL education

Scientifically, It is a useful document for colleagues to apply for the process of teaching English with a view to motivating as well promoting students to reach their potential

II: CONTENT OF THE RESEARCH 1.1 Theoretical background

1.1.1 Definition of culture and communication skills.

According to UNESCO: 'Culture is the vivid totality of activities and creations in the past and in the present Over the centuries, this creative activity has shaped a system of values, traditions and tastes that define the unique characteristics of each people"1 This definition emphasizes the creative activity

of human communities associated with the historical development of each community over a long period of time so the values have universal humanity, at the same time have the specificity of each community, the unique identity of each nation However, if we only rely on this general definition, in the state management of culture, we are easily misunderstood: Cultural management is

the management of creative activities and, moreover, the management of literary and artistic creations In fact, cultural management is not like that, cultural management at the commune level is not the only one

Culture is viewed and defined differently from the perspective of researchers "Culture is a centralized belief, attitude, custom The behavior and social habits of a community" Culture therefore plays an important role in the community So culture is the glue that holds communities together Culture as defined by Lado is synonymous with the way people live and work in certain areas

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

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

It’s important to note that CLIL is not a means of simplifying content or re-teaching something students already know in a new language CLIL courses should truly integrate the language and content in order to be successful - and success is determined when both the subject matter and language is learned Communication skills encompass a broad set of abilities and competencies essential for effective interaction and exchange of information between individuals or groups These skills encompass both verbal and nonverbal forms

of communication, including speaking, listening, writing, and interpreting nonverbal cues such as body language and facial expressions

At its core, communication skills involve the capacity to articulate thoughts, ideas, feelings, and information clearly and coherently This includes using appropriate language, tone, and style tailored to the audience and context Effective communicators can convey complex concepts in a manner that is understandable and engaging to others

Moreover, communication skills entail active listening, empathizing with others, and demonstrating attentiveness and receptivity to their messages This involves not only hearing the words spoken but also understanding the underlying emotions, perspectives, and intentions conveyed through verbal and nonverbal cues

In addition to transmitting messages, communication skills involve the ability to interpret and respond to the communication of others according to Adler This requires analytical thinking, critical listening, and the capacity to engage in constructive dialogue and feedback exchange

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

Overall, communication skills are fundamental to interpersonal relationships, professional success, and societal engagement They enable individuals to build rapport, foster collaboration, resolve conflicts, and achieve

mutual understanding In essence, communication skills serve as the cornerstone

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

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

1.1.2 The importance of developing communication skills in teaching CLIL.

The integration of communicative skills into the CLIL framework is rooted in several educational and linguistic theories This study builds upon these foundations to explore tailored adaptations for 10th graders at Tinh Gia 3 high school First and foremost, the principles of CLIL are grounded in the concept CLIL offers "a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language."

Additionally,CLIL lessons that integrate activities fostering communication can essentially be seen as creating zones of proximal development, where learners, through interactions, bridge the gap between what they can do independently and what they can do with assistance

In conclusion, the theoretical underpinning of this study draws from a rich tapestry of research in both education and linguistics By weaving together the threads of content and language integration, the significance of communicative competence, the social nature of learning, and the importance of contextually relevant input, this study seeks to enhance the CLIL experience for 10th graders

at Tinh Gia 3 high school

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

+ CLIL is seen as a teaching method, in which the subject content is taught in a language other than the mother tongue, in order to achieve both objectives: learning subject knowledge and learning foreign languages according

to the motto "use foreign languages to learn, learn a foreign language to use + CLIL encourages language to be both a tool for learning and a tool for communication They communicate effectively, practicing their second language in both spoken and written forms by participating in course activities

In this way, language is used for learning, used for communication, and used to think and acquire knowledge

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

children will receive in the learning process

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

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

t achieves the lowest paramount out of 3 classes for 10 youngsters as 22.22% The figures for 10A8 are evenly divided as the percentage of excellent and medium grades are the same as 26.09%, outstanding by 47,83% of those good Below are the illustrated charts and tables providing a comparison between the results of a pre-test and a post-test to assess the speaking ability of grade 10 students

Class

52,08

Table 4 Comparison of pre-test and post-test 10A6

Class

10A7

Pre

31.91

46.81

21.28

Table 5 Comparison of pre-test and post-test 10A7

Class

10A8

Pre

52,17

43.48

%

Table 5 Comparison of pre-test and post-test 10A8

Class

10A9

Table 5 Comparison of pre-test and post-test 10A9

Apparently, adapted activities used in class 10 was effective to foster students’ communication skills as well as passion for English, especially in such challenging lessons

III CONCLUSION AND RECOMMENDADTIONS

1 Procedure In this study, we examined the effectiveness of a teaching method aimed at adapting activities in teaching communication and culture/CLIL lessons to foster communication skills The study was conducted with many students in 4 Classes - grade 10 of Tinh Gia 3 High school, and the results were

assessed using pre- and post-tests and scoring rubrics The pre-test results

showed that the majority of the students had a medium or weak level of communication skills, indicating a need for an effective teaching method that can enhance their communication skills among students After applying the teaching method, the post-test results showed a significant improvement in the students' communication skills, with more students achieving excellent and good scores

2 Significance:

The effectiveness of the study is a critical component that determines the overall validity and applicability of its outcomes Initially, when we commenced our research, our objectives were clear, and we anticipated encountering certain challenges and limitations However, as the study progressed, it became evident that our methodologies and strategies were robust enough to mitigate many of these challenges

Furthermore, we made a concerted effort to ensure that our sample size was representative of the broader population, which, in turn, bolstered the reliability

of our findings Additionally, by employing both qualitative and quantitative analysis techniques, we were able to offer a comprehensive overview of the subject matter, which not only highlighted the predominant trends but also shed light on outliers and anomalies

On the other hand, no study can claim absolute perfection Undoubtedly, there were minor limitations that arose, but it's essential to view these in the broader context of research The few anomalies we encountered did not significantly skew our results but rather provided us with potential areas for future research and exploration

In conclusion, the effectiveness of this study can be gauged by its comprehensive approach, the depth of its analysis, and its ability to produce actionable insights The findings have the potential to be instrumental in shaping future strategies and policies in the concerned domain, thus validating the efforts and resources invested in this research

3 Recommendations

3.1 For English Teachers:

Undoubtedly, the role of an English teacher in shaping a student's linguistic journey is unparalleled To begin with, it's imperative for educators to embrace diverse teaching methods Recognizing that students possess varied learning styles - be it auditory, visual, or kinesthetic - can significantly enhance the teaching process Furthermore, in this age of rapid technological advancement, integrating digital tools into lessons can make sessions more engaging and relatable for the tech-savvy generation On another note, while structured

lessons are vital, real-life application of the language can be a game-changer Encouraging students to use English in practical scenarios, like penning emails

or navigating English websites, can bridge the gap between theoretical knowledge and practical usage Above all, creating an environment where students feel safe and confident to express themselves, even if it means making mistakes, is crucial It's through these errors that the most profound learning occurs

3.2 For Students:

Learning a language, particularly English, is a multifaceted journey First and foremost, consistency is key Dedicate time daily to hone different language skills, be it reading, writing, speaking, or listening Moreover, in our globalized world filled with multimedia resources, tapping into English movies, music, or podcasts can provide not only entertainment but also invaluable language lessons Additionally, while traditional studying is essential, immersing oneself

in English conversations, perhaps through language groups or clubs, can accelerate fluency Reading cannot be emphasized enough Diving into diverse reading materials, from newspapers to fiction, enriches vocabulary and offers insights into varied sentence structures Nevertheless, while aiming for perfection, students must remember that mistakes are stepping stones in the learning process Every error is a lesson in disguise Lastly, in this digital age, leveraging technology through educational apps and platforms can provide tailored lessons, making the learning process more interactive and personalized

In summation, the journey to English proficiency requires dedication from both educators and learners Through mutual respect, understanding, and the right resources, the path to mastering the language can be both enriching and enjoyable

3.3 For school leaders:

Next to the overall leadership of the school's work, it is necessary to add equipments for teaching, listening, watching and learning English at school, school leaders need more care deeply about teaching teachers, encourage teachers to do, use equipments effectively Teachers must check and protect teaching aids well School leaders should urge and encourage all members of the school Council together to do the business of growing people well

Above are some of my effective experience in process of adapting activities to foster communication skills in teaching communication and

culture/CLIL lessons for 10th graders at Tinh Gia 3 high school., I summed up

in the teaching process I hope to receive the attention, the share and the sincere comments from the colleagues

Sincerely thank you !

CONFIRMATION OF SCHOOL

MASTER

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Thanh Hoa, 02 th June 2025

I hereby declare that this is

my experience innovation writen

by me do not copy other people's content

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written by

Phạm Hồng Hà .