Skkn cấp tỉnh enhancing english language proficiency of grade 10 students at ngoc lac ethnic boarding high school through the language fair learning model

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGNGOC LAC ETHNIC BOARDING HIGH SCHOOL EXPERIENCE INITIATIVE ENHANCING ENGLISH LANGUAGE PROFICIENCY OF GRADE 10 STUDENTS AT NGOC LAC ETHNIC BO

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGOC LAC ETHNIC BOARDING HIGH SCHOOL

EXPERIENCE INITIATIVE

ENHANCING ENGLISH LANGUAGE PROFICIENCY OF GRADE 10 STUDENTS AT NGOC LAC ETHNIC BOARDING HIGH SCHOOL THROUGH THE “LANGUAGE FAIR”

LEARNING MODEL

Author: Trịnh Thị Đào

Position: Leader of English group

Aspect of the initiative: English

THANH HÓA NĂM 2025

TABLE OF CONTENT PAGE

1.1 Rationale for choosing the topic 1 1.2 Objectives of the research 2 1.3 Subjects, Scope and Duration of the research 2 1.4 Methodology of the research 2

2.1 Theoretical basis of the research 2 2.2 Reality of the research 3 2.3 Application of the “Language Fair” model in teaching process 4 2.3.1 Practical basis for building the Language Fair model 4 2.3.2 Procedure for organizing the Language Fair 4 2.3.3 Activity plan from September to April 5 2.4 Effectiveness of the research 17

Appendix 1 English Learning Survey-Beginning of School Year

Family Project Evaluation Criteria

Student Reflection Form

Appendix 2 Environment Project Evaluation Criteria

Student Voting Form

Appendix 3 Music Project Evaluation Criteria

Appendix 4 Community Project Evaluation Criteria

Appendix 5 Evaluation Criteria For Invention Presentation

Appendix 6 Evaluation Criteria For Equality Presentation

Yes/No Equality Quiz

Appendix 7 Evaluation Criteria For Educational Technology

Presentation

Appendix 8 Evaluation Criteria For Eco-Tourism Presentation

Appendix 9 Language Fair Rewward Categories

1 INTRODUCTION

1.1 Rationale for choosing the topic

In the current era of educational reform, the ability to use Englishproactively, flexibly, and creatively is considered one of the core competencies

in developing high school students' abilities Especially, according to the 2018General Education Curriculum for English, learners need to develop all fourskills (listening – speaking – reading – writing) synchronously through practicalcommunicative activities and integrated, comprehensive competencydevelopment However, in the reality of teaching at my boarding school, I foundthat Grade 10 students – despite being diligent – still face significant barriers

Firstly, most students are ethnic minorities from mountainous or remoteareas, so their exposure to English in earlier education levels is limited, or theyare largely unaware of the importance of English in the modern era Secondly,students lack an environment to use English outside the classroom Boardingstudents usually only learn English during official lessons or organized extraclasses Unlike urban students – who can join English clubs, watch internationalprograms, or communicate with foreigners – boarding school students almosthave no opportunities to use English outside class, which limits languageacquisition to textbooks Thirdly, learning activities mostly focus onmemorizing theory and doing mechanical exercises, with little application oftextbook knowledge to specific communicative situations Consequently, manystudents achieve high scores in written tests but are unable to speak orunderstand English in real-life situations In addition, students find no joy inlearning English when: the content is dry, lacks real-life relevance; there is nochance to express themselves or be creative Fourthly, the boarding conditionslimit the use of phones or online learning tools, which are popular aids today.Faced with this reality, I pondered: "How can students use English naturally andactively, while still aligning with the Global Success Grade 10 textbook and theboarding school conditions?"

From that concern, the idea of organizing a "Language Fair" was born –

a rotational, group-based learning model where students learn, play, and practicecommunicating in English through creative booths, role-playing activities,puzzles, and presentations based on textbook themes such as “Family Life”,

“Humans and the Environment”, “Music”, etc The Language Fair is not only anactivity to support English learning but also a space for students to express theirpersonalities, develop their strengths, and cultivate 21st-century skills

That's the reason why I decided to choose the topic: "Enhancing English

language proficiency of Grade 10 students at Ngoc Lac Ethnic Boarding High School through the ‘Language Fair’ learning model" for my research

in the school year 2024–2025 I hope my finding will provide my students aswell as my colleagues with useful tips and materials for teaching and learningEnglish, especially in the new 2018 curriculum

1.2 Objectives of the research

1.2.1 Design and organize the "Language Fair" model aligned with the Global

Success Grade 10 textbook, helping students apply textbook knowledge to life communication

real-1.2.2 Develop students’ comprehensive English skills (listening – speaking –

reading – writing), especially speaking and teamwork skills in a technological environment

non-1.2.3 Enhance students’ interest, proactiveness, and creativity in learning

English through experiential and integrated activities

1.2.4 Create a healthy academic playground for boarding students, contributing

to a more open and positive English learning environment

1.3 Subjects of the research

The subjects of the research are students of classes 10A3, 10A4, and10A5 (35 students per class) – Ngoc Lac Ethnic Boarding High School, NgocLac district, Thanh Hoa province These are ethnic minority students living inboarding conditions, who are serious in learning but still struggle to applyEnglish in real-life, especially in speaking and language reflexes.Therefor thebooths in the “Language Fair” are designed to correspond to each unit theGlobal Success Grade 10 textbook program, including 8 main topics: 1.FamilyLife, 2 Humans and the Environment, 3 Music, 4 For a Better Community, 5.Inventions, 6 Gender Equality, 7 New Ways to Learn, 8 Ecotourism, ensuringalignment with the official curriculum content, from September to April of the2024–2025 school year One Language Fair will be organized each month,based on one textbook unit, forming a continuous learning activity chainthroughout the year

1.4 Methothodology of the research

1.4.1 Survey and investigation: Assessing the actual English proficiency of

students before and after applying the model

1.4.2 Observation and activity assessment: Monitoring the level of

participation, language use skills, and teamwork spirit during each fair session

1.4.3 Pedagogical experiment method: Implementing the initiative over an

extended period and evaluating effectiveness through periodic tests andfeedback from students and teachers

1.4.4 Document analysis and synthesis: Studying the Global Success Grade

10 textbook and theoretical materials on active learning to ensure the scientificand practical validity of the initiative

1.4.5 Comparison method: Comparing student learning outcomes and

attitudes before and after implementation to clarify the model’s effectiveness

2 CONTENT

2.1 Theoretical basis of the research

The "Language Fair" initiative is based on modern educational theorieswith high applicability in English teaching at the high school level:

2.1.1 David Kolb’s Experiential Learning Theory: Kolb (1984) stated:

“Learning is the process whereby knowledge is created through thetransformation of experience.” Students learn better through experience,

interaction, and drawing lessons from real-life situations The Language Fairallows students to take on various roles (presenter, guide, debater), turningtextbook knowledge into lively, real-world experiences [1], [2]

2.1.2 Howard Gardner’s Multiple Intelligences Theory: Gardner (1993)

suggested that each learner possesses different intellectual strengths: linguistic,visual, musical, kinesthetic, interpersonal, etc The fair model encouragesstudents to express themselves in various forms: making posters, storytelling,role-playing, interactive games, etc., thereby developing a range of intelligences.[3], [4]

2.1.3 Content and Language Integrated Learning (CLIL): CLIL is a method

that helps students learn a language through specific academic content At thefair, topics like “inventions,” “community,” or “gender equality” serve ascontent through which students use English as a practical communication tool,consistent with the Global Success Grade 10 program [5], [6], [7], [8], [9]

2.1.4 Competency-oriented Approach of the 2018 Curriculum: The new

English curriculum emphasizes not only knowledge but also competencies such

as communication, collaboration, creativity, and critical thinking The LanguageFair is an effective teaching organization model that supports this approach,especially in the context of non-technological boarding schools [10], [11], [12],[13]

2.2 Reality of the research

2.2.1 Grade 10 Students at Ngoc Lac Ethnic Boarding High School

Most Grade 10 students are ethnic minorities who are diligent and behaved but have limited English reflexes, particularly in speaking and groupwork They are used to traditional learning and have little chance to interact inEnglish in daily life In fact:

well-a Over 80% of students can complete grammar exercises but struggle withpresentations or open-ended questions

b Many are afraid to speak English for fear of making mistakes, lackingconfidence in communication

c Due to boarding conditions, students rarely use mobile phones, making itdifficult to access language learning apps like Duolingo, Quizlet, or YouTubevideos

2.2.2 Implementation of the Global Success 10 Textbook

The Global Success 10 textbook has modern content close to real life, butstudents mostly engage with it through individual class exercises Many topicslike “For a Better Community” or “New Ways to Learn” are practical but havenot been transformed into specific communicative activities Teachers aresometimes limited by time and lack opportunities to organize in-depthexperiential activities

2.2.3 The need for innovation in English teaching at boarding schools

To develop communication skills, critical thinking, and teamwork –essential 21st-century competencies – teachers must create effective activitymodels that are non-technological yet interactive, engaging, and creative The

Language Fair is a feasible solution suitable for the characteristics of ethnicboarding high schools.

2.3 Application of the “Language Fair” model in teaching process

2.3.1 Practical basis for building the Language Fair model

Through a survey of 105 Grade 10 students from classes 10A3, 10A4, 10A5(each with 35 students), I streamed them as follows:

 Group 1 (Good – Excellent): About 5 students per class ~ 14.2% Thesestudents have better English skills, clear pronunciation, quick reflexes,and are confident in expressing opinions

 Group 2 (Average): About 15 students per class ~ 42.9% These studentsare consistent learners but lack communication skills and confidencewhen speaking Their vocabulary and reflexes are basic

 Group 3 (Struggling – Shy): 15 students per class ~ 42.9% These studentsfear mistakes, are reluctant to speak, and avoid presenting in front ofothers They mainly study by rote

A questionnaire (see Appendix 1) at the beginning of the school year(September 2024) showed:

 82% said, “We study English mainly for tests and exams.”

 76% admitted, “We don’t have a chance to speak English outside class.”

 64% felt “stressed or bored with English lessons.”

This reveals the need for a model where students can practice English in apressure-free, high-interaction, non-technological environment The LanguageFair is an appropriate choice – combining learning and playing, suitable forstudents of all levels

2.3.2 Procedure for organizing the “Language Fair”

Step 2: Main Activities in the Fair

 Each fair lasts one period (45 minutes), held during self-study time(afternoon or evening) with school support

d Feedback & Evaluation (5 mins): Voting and comments by teacher andstudents, including self-evaluation, peer assessment and teacher assessment.

Step 3: Summary & Reward

 Teacher compiles scores to rank groups

 Monthly, quarterly, and year-end rewards: certificates, handmade cards,vocabulary notes, bookmarks, school supplies, etc ( see Appendix 9)

2.3.3 Activity Plan from September to April

September – Theme: Family Life (Unit 1)

a Goals: Stream and group students, review vocabulary and structures about

family life; develop speaking, teamwork, and problem-solving; link personalexperiences with lesson content

• Week 4: Language Fair with 3 main booths:

1 Family Puzzle Booth

Objective: Practice organizing and memorizing vocabulary and context related

to the topic

Preparation: An A3 cardboard with three types of games:

+ Matching chores with pictures

+ Pairing: chore + person doing it

+ Puzzle for forming complete sentences: “My sister is in charge of ”

How to play:

 Each group must correctly match a set of three: vocabulary – picture –person

 Each round lasts 3 minutes (1 point for completing 1 task)

 The game can be organized as a competition between 2 groups per round

Role distribution:

 Advanced students: create full sentences, organize the games

 Average students: draw illustrations, print vocabulary

 Struggling students: prepare the base board and example models

2 Role-Play Corner Booth

Objective: Practice communication through realistic family-related scenarios Preparation: 3 suggested scenarios with role cards:

+ Scenario 1: A quarrel over dividing household chores

+ Scenario 2: Interviewing family members about their housework habits + Scenario 3: Family planning for weekend chores

How to perform:

 Each group acts out 1 scenario, max 2 minutes, using learned keywordsand sentence structures Simple props are allowed: aprons, brooms,baskets,…

 After each performance, visitors can ask the group 1–2 simple questions.

Role distribution:

 Advanced students: write scripts, assign roles, and practice speaking

 Average students: help design props, support weaker students

 Struggling students: take on simple roles + respond to audience questions

3 Vocabulary Fishing Booth

Objective: Practice quick vocabulary recognition and proper usage through light

physical activity

Preparation:

 A “fish pond” made from cardboard (or a large basket)

 30 “fish” cards with vocabulary, or phrases related to Family Life

 5 fishing rods made from sticks + string + magnets or paper clip hooks

 Scoreboard, timer, and question cards

How to play:

 Participants “fish” 3 cards, then must: form a logical sentence (e.g., My

father does the laundry.) or answer a quick question: Who in your family

does that?

 Each correct response = 1 point

Role distribution:

 Advanced students: create questions, run the game

 Average students: make fish cards, write vocabulary, build the pond

 Struggling students: make fishing rods, help read and hand out cards

c Assessment: Reflection forms, peer/teacher evaluation (see Appendix 1)

Scenarios with household chores ( Booth 2- 10A3, 10A5)

October – Theme: Humans and the Environment (Unit 2)

a Goals: Raise environmental awareness, enrich vocabulary, teamwork.

b Activities:

• Week 1: Teach topic vocabulary/structures; mini-games

• Weeks 2–3: Poster/quiz making, slogans, simple sentences

• Week 4: Booths include:

1 Green Choice Game

Objective: Students choose environmentally friendly or “Green” behaviors Preparation: 10 action cards (5 positive, 5 negative), two boards labeled “Good

for Earth” and “Bad for Earth,” a scoreboard, and reward badges forparticipants

How to play:

• Each player picks one action card and reads it aloud

• The player places the card on the appropriate board

• If the choice is incorrect → the responsible team explains why inEnglish

• The player who classifies the most actions correctly wins a small prize

Role distribution:

• Advanced students: design action cards, lead the explanation team, keep track of correct answers

• Average students: read the rules, host the game, manage the scoreboard

• Struggling students: prepare the boards, hand out cards and badges

2 Recycle Sorting Challenge

Objective: Help students recognize and correctly sort waste.

Preparation:

• Fake waste made from paper/cardboard: scraps of paper, boxes, cans, etc

• 3 labeled bins: Organic / Plastic / Paper

• Illustrated vocabulary guide

Objective: Combine creativity and English skills to promote environmental

messages; make useful recycled items

Preparation: Colored paper, markers, colored pencils, scissors, glue, sample

slogan poster, and instruction slips with environment-related vocabulary

How to organize:

• Each participant receives an instruction slip

• Within 10 minutes, they create a slogan or poster in English

• Finished slogans are displayed on the booth wall

Role distribution:

• Advanced students: create sample posters, support with vocabulary use, help others refine slogans.

• Average students: prepare materials, explain instructions, collect and display finished work

• Struggling students: distribute supplies, assist with cutting and gluing

c Assessment: teacher’s assessment and students’ voting ( see Appendix 2)

(Students’ preparation for the theme: Human and the environment)

Recycled items Pictures for Green Choice Game Group 5’ presentation

November – Theme: Music (Unit 3)

a Goals: Reinforce vocabulary, listening, pronunciation, confidence.

b Activities:

• Week 1: Teach music-related vocabulary/grammar; games

• Weeks 2–3: Prepare lyrics, emotion boards, matching games

• Week 4: Language fair with Booths:

1 Guess the Song

Objective: Practice listening skills by connecting vocabulary with sounds.

How to organize:

 The group prepares a speaker/performs themselves (with teacher support)

 Each song is clipped/ sung into a short segment (~10–15 seconds)

 Players listen and either choose the correct song title or complete thelyrics

Role distribution:

 Advanced students: select songs, edit music clips, design questions

 Average students: create question boards, host the game.

 Struggling students: prepare answer sheets, distribute reward points

2 Music Emotion Wall

Objective: Practice expressing emotions – improve vocabulary and

responsiveness

How to organize:

 Each player chooses an “Emotion Card” (happy, sad, excited, etc.)

 They listen to a music clip played by the group → stick it under the

emotion that fits

 Then, say one sentence in English to describe the feeling

Role distribution:

 Advanced students: prepare music clips, sample sentences

 Average students: build the “Emotion Wall,” manage the cards

 Struggling students: create decorations, practice simple model sentences

3 Sing and Match

Objective: Practice pronunciation, boost confidence, and reinforce vocabulary How to organize:

 Players choose a short song with printed lyrics

 Sing or read 1–2 lines → match with the correct image or word

Role distribution:

 Advanced students: select songs, design the activity

 Average students: create matching boards (words – images)

 Struggling students: color the pictures, help play the songs

c Assessment: teacher’s assessment; students’ refection form ( see Appendix

3)

Group 1’s students ( Booth 1) organized “ Sing and Match” game

December – Theme: For a Better Community (Unit 4)

a Goals: Enrich vocabulary on volunteerism, storytelling, empathy.

b Activities:

• Week 1: Teach vocabulary, show silent volunteer videos

• Weeks 2–3: Write short plays, practice dialogues

• Week 4: Language fair with Booths:

1 Volunteer Story Corner

Objective: Practice storytelling skills, enrich vocabulary, and share positive

Preparation: Students prepare custumes and items for a play about

volunteering, or they collect, create, or retell 3–5 short stories about good deeds (in the form of comics, pictures,…) They also write a short summary (about 4–6sentences) with illustrations and display materials

 Advanced students: write and rehearse expressive storytelling scripts

 Average students: present the visual materials, design the bulletin board

 Struggling students: write multiple-choice questions, act as visitors to practice response skills

2 Good Deed Spin Wheel

Objective: Help students practice giving advice and develop reasoning in

 A student spins the wheel → reads the situation → responds in English:

→ “If I saw this, I would…”

Role distribution:

 Advanced students: create situations and guide responses

 Average students: design the wheel and vocabulary board

 Struggling students: record scores and practice simple sentence patterns

3 Act & Guess

Objective: Train quick thinking, language guessing skills, and promote

interaction

Preparation: Write 20 volunteer-related actions on slips of paper, prepare a

scoreboard, and props if needed (hats, tote bags, sketch boards, etc.)

Activity:

 One student draws a slip and acts out the volunteer activity using gestures

 Other players guess the action in English

 The correct guesser must repeat it in a full sentence: “He is donating books.”

Role distribution:

 Advanced students: write action slips, assist with acting

 Average students: manage the game and keep score

 Struggling students: observe, practice pronunciation, and use simple vocabulary.

c Assessment: teacher’s assessment; students’ reflection form ( see Appendix

4)

A touching story about volunteering in a mountainous area ( group 3- 10A4)

January – Theme: Inventions (Unit 5)

a Goals: Expand vocabulary and knowledge of inventions; practice Q&A,

description, inference; reinforce speaking reflexes and teamwork

b Activities:

• Week 1: Vocabulary and structure "was invented by in ",…

• Weeks 2–3: Model/poster design, quizzes, flashcards

• Week 4: Language fair with 3 main booths:

1 Invention Timeline Game

Objective: Help students remember key invention milestones.

Preparation: 10–12 cards, each showing an invention (picture + name); 10–12

corresponding year cards; an empty timeline chart (printed on A0 paper or

drawn on a poster)

Activity:

 Visitors receive 3 invention cards

 They place them on the timeline in the correct order

 Group members check the answers and explain if needed, using English

Role Distribution:

 Advanced students: explain and introduce information

 Average students: prepare cards and design the timeline

 Struggling students: help with sticking cards, writing years, and practicingsimple sentence patterns

2 Inventors’ Challenge

Objective: Practice question–answer reactions and reasoning skills.

Preparation: 5-10 black-and-white A4 portraits of famous inventors, with 3

English clues written on the back

Activity:

 Visitors read the clues and guess the inventor’s name

 Each person gets a maximum of 2 guesses

 Group members confirm answers and share extra fun facts

Role Distribution:

 Advanced students: write the clues and guide participants

 Average students: display photos and write hint words

 Struggling students: hand out slips, practice guessing

3 Object Riddles

Objective: Practice object description and invention-related vocabulary.

Preparation: 5-10 cards describing common inventions (computer, light bulb,

washing machine ), each with 3 clues ranging from easy to difficult

Activity:

 A student reads one clue; players try to guess the object

 If incorrect, the next clue is read

 Whoever guesses correctly receives a sticker (handmade)

Role Distribution:

 Advanced students: read clues and check answers

 Average students: keep score and help explain

 Struggling students: create cards, hand out rewards, and practice simplesentence patterns

c Assessment: Rubric: pronunciation, accuracy, booth presentation, teamwork;

Reflection form (see Appendix 5)

Preparation and Presentation for Booth 2 +3 - 10A5

February – Theme: Gender Equality (Unit 6)

a Goals: Provide vocabulary, sentence structures, and knowledge about gender

equality; enhance social awareness, critical thinking, and speaking reflex

b Activities:

• Week 1: Teach comparisons, jobs, gender terms; discuss gender bias viaimages

• Weeks 2–3: Skits/interviews, quizzes, flashcards

• Week 4: Language fair with 3 main booths:

1 Yes/ No equality quiz

Objective: Assess students' awareness of gender equality through quick Yes/No

questions

Preparation: 5-10 printed Yes/No questions on a board ( about jobs, sports,

household chores,…); two large labeled areas “YES” and “NO”(see Appendix 6)

Activity:

 Students read each question and move to the YES or NO area

 A team member explains the correct answer in English

→ “Actually, both genders can… because…”

Role Distribution:

 Advanced students: lead the game, explain answers in English

 Average students: read the questions, organize the activity

 Struggling students: keep score, hand out cards, practice Yes/No sentencestructures

2 Occupation match

Objective: Break gender stereotypes through a matching game.

Preparation: 20 job name cards; 20 pictures of male/female characters doing

these jobs; a matching board

Activity:

 Students visiting the booth draw a job card and match it with the correct character

 Group members ask: "Why do you match this?"

 If the player hesitates, provide a prompt:“Do you think only men can

be…?”

Role Distribution:

 Advanced students: lead discussions, ask follow-up questions

 Average students: prepare cards and matching board

 Struggling students: help attach cards, provide sentence prompts

3 Role-play wall

Objective: Perform short scenes promoting gender equality in daily life.

Preparation: 4 short scripts (under 1 minute), for example:

 A boy helps his mom cook dinner

 A girl fixes a bike for her dad

 Dialogue prompts displayed on a wall

 Simple props: apron, toy hammer, books, etc

Activity:

 Two players draw a script and act it out.

 Each scene ends with a key message: → “We share the responsibility!”

Role Distribution:

 Advanced students: write scripts and guide performances

 Average students: help assign roles and manage costumes

 Struggling students: prepare props and record feedback

c Assessment: teacher’s assessment and reflection form (see Appendix 6)

Preparation for Quiz ‘Gender Equality in Sports’ – Group 4- 10A3

March – Theme: New Ways to Learn (Unit 8)

a Goals: Expand vocabulary and grammar related to learning technology;

stimulate creativity, group discussion, and speaking

b Activities:

• Week 1: Vocabulary and expressions on tech-based learning

• Weeks 2–3: Create future classroom models/posters

• Week 4: Language fair with Booths:

1 Future school ideas

Objective: Present creative ideas about a “future school”

Preparation: Drawings or mini-models made from cardboard, colored paper,

etc Possible features may include: robot teacher, online test booth, sleeping pod,3D textbook zone…, accompanied by a display board showing: idea name, function, and reason for choosing it

Activity:

 Visitors to the booth are guided through the model by the group

 Group members present in English:

→ “In our future school, students will learn with VR headsets.”

 Viewers can ask questions like “Why is this useful?” and the group

answers

Role Distribution:

 Advanced students: present and answer questions

 Average students: draw models, design the info board

 Struggling students: prepare materials, put up posters, practice simplelines