Skkn applying the blended learning model to enhance high school students' self study spirit in english learning under the 2018 general education curriculum

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING THAI HOA HIGH SCHOOL INITIATIVE THEME APPLYING THE BLENDED LEARNING MODEL TO ENHANCE HIGH SCHOOL STUDENTS' SELF-STUDY SPIRIT IN ENGLISH LEA

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

THAI HOA HIGH SCHOOL

INITIATIVE

THEME APPLYING THE BLENDED LEARNING MODEL TO ENHANCE HIGH SCHOOL STUDENTS' SELF-STUDY SPIRIT IN ENGLISH LEARNING UNDER THE 2018 GENERAL EDUCATION CURRICULUM

Field: English

SCHOOL YEAR: 2024 - 2025

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

THAI HOA HIGH SCHOOL

INITIATIVE

THEME

APPLYING THE BLENDED LEARNING MODEL TO ENHANCE HIGH SCHOOL STUDENTS' SELF-STUDY SPIRIT IN ENGLISH LEARNING UNDER THE 2018 GENERAL EDUCATION CURRICULUM

Field: English

Author: Nguyen Thi Huyen

Telephone: 0966035136

SCHOOL YEAR: 2024 - 2025

CONTENTS PAGE

Applied lesson: Unit 1: Family life - Lesson 1: Getting started (English 10, Global

2.2 Solution 2: Use of online quizzes and interactive games 19

Applied lesson: Unit 2: Humans and the environment – Lesson 2: Language (English 10,

2.3 Solution 3: Learning portfolios and reflection logs 25

Applied lesson: Unit 3: Cities of the Future – Writing (English 11, Global Success) 26

2.4 Solution 4: Weekly online discussion forums 30

Applied lesson: Unit 4: ASEAN and Vietnam – Project: The Colours of ASEAN 32

Chapter 4: Investigate the necessity and feasibility of the teaching

PART I INTRODUCTION

1.1 Reasons for choosing the study

In modern education, fostering students' self-study habits is essential for effective language acquisition, particularly in English learning However, many high school students struggle with self-discipline, motivation, and access to appropriate learning resources outside the classroom Traditional teaching methods often emphasise teacher-led instruction, leaving limited opportunities for students to develop independent learning skills Moreover, the 2018 General Education Curriculum emphasises a competency-based approach, which requires students to be more active in their learning This shift necessitates innovative teaching strategies that encourage autonomy, critical thinking, and problem-solving skills Blended Learning, which combines face-to-face instruction with online resources and digital tools, offers a promising solution to address these challenges

One of the significant advantages of Blended Learning is the increased interaction between teachers and students beyond the classroom setting Online platforms enable teachers to track students’ progress, provide timely feedback, and offer additional support as needed This ongoing interaction strengthens student engagement and helps maintain their motivation in self-studying English

By integrating Blended Learning into English instruction, students can engage with various interactive learning materials, develop self-directed study habits, and take ownership of their learning progress Additionally, this model allows teachers to provide personalised feedback, monitor students' learning journeys, and tailor instruction to meet diverse learning needs

Given the growing importance of self-directed learning in modern

education, the study "Applying the Blended Learning Model to Enhance High School Students' Self-Study Spirit in English Learning under the 2018 General Education Curriculum" seeks to explore the effectiveness of the

Blended Learning model in fostering high school students' self-study spirit in English By addressing existing challenges and leveraging technological advancements, this study aims to create a more engaging, flexible, and student-

centered learning environment that aligns with the objectives of the 2018 General Education Curriculum

1.2 Purpose of the study

This study aims to assess how Blended Learning influences students’ motivation, autonomy, and engagement in self-directed English learning Additionally, it seeks to identify the most effective strategies within the Blended Learning framework that support students in developing consistent self-study habits Another key objective is to evaluate the impact of integrating digital learning resources, such as online platforms, interactive activities, and AI-powered tools, on students’ language acquisition and independent learning skills

Furthermore, the study aims to analyse challenges faced during the implementation process and propose practical solutions for optimising the Blended Learning approach in high school English education By achieving these objectives, the study will provide valuable insights into innovative teaching practices that align with the competency-based approach of the 2018 curriculum, ultimately contributing to improved student learning outcomes and fostering lifelong learning skills

1.3 Research problems

Despite the increasing emphasis on self-directed learning in the 2018 General Education Curriculum, many high school students still struggle to develop effective self-study habits in English Traditional teaching methods rely heavily on teacher-centred instruction, limiting opportunities for students to take the initiative in their learning process This raises several key research problems:

(1) To what extent does the Blended Learning model enhance students’ spirit of self-study in English?

(2) How does integrating digital tools and online resources impact students' ability to manage their learning independently?

Addressing these research problems will provide a deeper understanding of how Blended Learning can be effectively applied to support high school students

in becoming more autonomous and proactive in their English learning journey

1.4 Scope and objectives of the study

1.4.1 Scope of the study

This study applies the Blended Learning model to enhance high school students' self-study spirit in English under the 2018 General Education Curriculum The research is conducted at Thai Hoa high school, targeting students

in grades 10 and 11, as they are at a crucial stage in developing independent learning habits The study examines in-class and out-of-class learning activities, emphasising how digital tools, online platforms, and teacher guidance contribute

to students’ self-study development

Additionally, the research explores teachers’ roles in implementing Blended Learning and the challenges encountered in integrating this approach into English instruction The study does not cover other subjects beyond English or evaluate the impact of blended learning on students’ performance in high-stakes standardised exams

1.4.2 Objectives of the study

The primary objective of this study is to investigate the effectiveness of the Blended Learning model in improving students' self-study habits in English Specifically, the study aims to:

➢ Evaluate the impact of Blended Learning on students’ motivation, autonomy, and engagement in self-directed English learning

➢ Identify the most effective Blended Learning strategies that support students in developing sustainable self-study habits

➢ Analyse the role of digital tools, online resources, and interactive activities

in fostering independent learning skills

➢ Assess students' and teachers' challenges in implementing Blended Learning and propose solutions to optimise its application

➢ Provide recommendations for improving English teaching practices through integrating Blended Learning, aligning with the competency-based approach of the 2018 General Education Curriculum

By addressing these objectives, the study seeks to contribute valuable insights into innovative teaching methodologies that empower students to take greater ownership of their English learning process, ultimately leading to improved language proficiency and long-term academic success

1 Surveys and Questionnaires

(Quantitative Method)

Pre-study survey: Assess students' initial self-study habits, motivation, and familiarity with digital learning tools Post-study survey: Evaluate changes in students' learning autonomy, engagement, and perceptions of Blended Learning

Analysis of completed assignments, study logs, and participation in online learning activities

self-3 Document Analysis Review of lesson plans, digital

assignments, and teacher reflections to understand how Blended Learning is structured and applied

1.6 Innovation of teaching experience

The application of Blended Learning to enhance self-study habits introduces significant improvements compared to the traditional teacher-centred approach in English education Unlike conventional methods, which heavily rely on teacher-led instruction and passive learning, this approach encourages student autonomy, engagement, and interactive learning By integrating digital tools, AI-powered learning platforms, and structured self-study activities, students no longer depend solely on classroom lessons but take greater responsibility for their learning progress The combination of pre-class, in-class, and post-class activities allows for

a more personalised learning experience, enabling students to learn at their own pace while still receiving guidance and feedback Additionally, using goal-setting strategies, peer collaboration, and gamified learning platforms makes self-study more motivating and sustainable This innovative approach bridges the gap between traditional instruction and independent learning, fostering long-term language development and preparing students for lifelong learning beyond the classroom

1.7 Structure of the research

This study is organised into three main parts: Introduction, Main Content, and Conclusion as follows:

Introduction

- Provides the rationale for choosing the study

- Defines the research objectives and problems

- Outlines the scope and methodology of the study

Main content

- Presents the theoretical background related to the definition and principles

of Blended Learning and the role of self-study in language acquisition

- Describes the research methodology, including data collection and analysis procedures

- Analyzes the findings and discusses the effectiveness of applying the Blended Learning Model to Enhance High School Students' Self-Study Spirit

Conclusion

- Summarizes key findings from the study

- Provides practical recommendations for integrating Blended Learning in high school English instruction

- Suggests potential areas for further study on Blended Learning and directed learning

self-1.8 Plan of the research

2 From October 2024 to March 2025

Applying the initiative and writing research

PART II CONTENT OF THE STUDY Chapter 1 Theoretical and practical background 1.1 Theoretical background

1.1.1 Definition of blended Learning

Blended Learning is a flexible educational approach that integrates traditional face-to-face classroom instruction with digital and online learning experiences According to Garrison and Vaughan (2008), Blended Learning combines the strengths of direct, teacher-led instruction with the advantages of online resources and interactive learning activities, creating a student-centered and flexible learning environment This model enables students to engage with learning materials both in and outside the classroom, promoting autonomy and personalized learning experiences Bonk and Graham (2006) also emphasize that Blended Learning encourages students to take greater ownership of their learning

by providing them with control over the pace, place, and path of their educational journey

One of the core strengths of Blended Learning is its ability to offer diversified teaching methods that cater to varying student needs and learning preferences As noted by Graham (2013), the flexibility of this model allows for the incorporation of multimedia resources, self-paced tasks, and interactive online assessments, which collectively foster deeper engagement and improved learning outcomes Moreover, integrating technology into traditional teaching not only enhances accessibility but also provides students with opportunities to revisit and review learning materials as needed This combination of synchronous and asynchronous activities ensures that students can learn at their own pace while still benefiting from direct teacher interaction and guidance Ultimately, Blended Learning offers a dynamic and adaptive approach that aligns well with modern educational needs, supporting both academic development and the cultivation of lifelong learning skills

1.1.2 The importance of blended learning in fostering students’ self-

study spirit in English learning

Blended Learning plays a crucial role in fostering students' self-study spirit, particularly in English learning, by promoting autonomy, flexibility, and personalized learning experiences According to Garrison and Vaughan (2008), Blended Learning environments empower students to take ownership of their educational process by providing diverse learning pathways and resources This approach allows students to access digital materials, interactive activities, and online assessments at their own pace, enhancing their ability to manage time effectively and develop independent learning habits Nguyen (2022) emphasizes that the integration of online components in English instruction encourages students to engage in self-directed study, improving their motivation and enhancing language acquisition By allowing learners to explore resources beyond the confines of the classroom, Blended Learning cultivates a habit of continuous learning and self-reflection, which are essential for mastering a foreign language

Furthermore, Blended Learning supports the development of critical thinking and problem-solving skills, which are fundamental to independent learning Graham (2013) highlights that the online elements of Blended Learning provide students with immediate feedback, adaptive learning paths, and access to diverse multimedia materials, all of which contribute to deeper engagement and stronger self-study habits In the context of English learning, this means that students can repeatedly practice listening, speaking, reading, and writing skills through interactive platforms, thereby reinforcing their understanding and proficiency Additionally, Garrison and Vaughan (2008) argue that Blended Learning environments encourage students to actively participate in their learning process, set personal learning goals, and reflect on their progress This fosters a sense of responsibility and ownership, motivating students to take initiative in overcoming language learning challenges As a result, Blended Learning not only facilitates academic achievement but also nurtures a lifelong learning mindset, essential for continuous skill development in English and beyond

1.1.3 The role of self-study under the 2018 General Education Curriculum

The 2018 General Education Curriculum of Vietnam emphasizes the development of student competencies, focusing on fostering independent learning, critical thinking, and problem-solving skills Within this framework, self-study plays a pivotal role in enabling students to take ownership of their learning journey, encouraging them to explore knowledge beyond the classroom and develop lifelong learning habits According to the Ministry of Education and Training (2018), the curriculum shifts from passive knowledge acquisition to active learning, where students are expected to engage in self-directed study to deepen their understanding and apply knowledge in practical contexts This approach aligns with the competency-based framework that values autonomy, creativity, and adaptability, empowering students to manage their learning process, set personal goals, and evaluate their progress In English learning, self-study allows students to practice language skills such as listening, speaking, reading, and writing at their own pace, facilitating a more personalized and effective learning experience

Moreover, self-study under the 2018 curriculum supports the development

of critical skills necessary for academic and real-life success As highlighted by Nguyen (2022), promoting self-study helps students build discipline, resilience, and problem-solving abilities-skills that are essential in mastering a foreign language like English Through self-study, students gain the flexibility to revisit challenging concepts, seek additional resources, and utilize digital tools for practice, which enhances comprehension and retention The curriculum also encourages the integration of technology, enabling students to leverage online platforms and digital resources for independent learning This not only supports their language development but also nurtures their ability to adapt to the evolving demands of the modern educational landscape Ultimately, fostering a culture of self-study under the 2018 General Education Curriculum equips students with the

necessary skills to become proactive learners, capable of navigating future academic challenges and contributing meaningfully to society

Additionally, many teachers at Thai Hoa High School were well-trained and experienced in English instruction They utilized diverse teaching methods, such as role-playing, storytelling, and discussion-based learning, to enhance students’ language proficiency As a result, students had ample opportunities to practice their listening and speaking skills through interactive classroom activities Moreover, textbooks and supplementary materials provided a solid foundation for grammar, vocabulary, and reading comprehension These resources helped students develop a fundamental understanding of the language, which was essential for their academic success

Another notable advantage was the presence of extracurricular activities and English clubs, which encouraged students to use English outside the classroom These activities included debate competitions, English-speaking contests, and cultural exchange programs that motivated students to apply their language skills in real-life situations As a result, students who actively participated in these programs exhibited greater confidence and fluency in using English for communication

b Disadvantages

Despite these advantages, there were several limitations in English teaching before implementing the Blended Learning model One major challenge was the over-reliance on teacher-centered instruction, which often resulted in passive learning Many students depended on their teachers to provide explanations and rarely took initiative in self-studying or exploring additional learning materials Consequently, their ability to develop independent learning skills remained limited

Moreover, the traditional classroom setting had time constraints that restricted students’ opportunities to practice English effectively Since each lesson had to cover multiple aspects, such as grammar, vocabulary, and reading comprehension, teachers often had insufficient time to focus on developing students’ speaking and writing skills As a result, many students struggled with real-world communication and lacked confidence when using English outside the classroom

Another significant drawback was limited access to modern learning resources and technology Although some schools provided projectors and digital devices, many classrooms lacked fully integrated digital learning tools This limitation prevented students from benefiting from interactive learning experiences, such as online quizzes, multimedia content, and virtual language exercises Additionally, students from disadvantaged backgrounds faced difficulties accessing online resources at home due to financial constraints, leading to disparities in learning opportunities

Finally, student motivation and engagement posed a persistent challenge Many students viewed English as a mandatory subject rather than a practical communication skill This mindset often resulted in minimal effort in self-study and a lack of enthusiasm for learning English beyond the classroom Without an engaging and dynamic learning environment, students struggled to stay motivated, leading to inconsistent academic performance

In summary, while traditional English teaching had its strengths in providing structured learning and direct teacher-student interaction, it also had several limitations, particularly in promoting independent learning, fostering real-world communication skills, and integrating modern technology These

challenges highlighted the need for an innovative approach, such as Blended Learning, to enhance students’ self-study habits and overall language proficiency

1.2.2 Results of students’ attitude survey before applying the measure

To assess the current situation of learning English among students, I have carried out a survey of 80 students from 2 classes 10 and 11 at Thai Hoa high school with specific number in the following table (APPRENDIX 1)

Table 1 The number of students in the survey

Question 1: How often do you practice English outside of the classroom?

c) Occasionally (once or twice a month) 25 31.25%

Table 2 Survey about students’ opinions

To assess the current situation of learning English at school, I conducted a survey among students to understand their study habits The results of Question 1: "How often do you practice English outside of the classroom?" revealed that only 12.5% of students practice English daily, while 25% engage in it a few times

a week However, a significant portion of students, 31.25%, reported practicing English only occasionally (once or twice a month), and another 31.25% admitted

to rarely or never practicing English outside of class These findings indicate that most students do not have regular exposure to English beyond the school environment, which may impact their language proficiency and confidence in using English for communication

Question 2: What is your biggest challenge in learning English?

a) Difficulty understanding grammar and sentence structures 60 75%

c) Limited access to learning resources (books, online tools, etc.) 65 82%

d) Lack of motivation or interest in learning English 70 88%

Table 3 Survey about students’ opinions

To further explore the challenges students face in learning English, I included Question 2: "What is your biggest challenge in learning English?" in the survey The results indicate that the most significant difficulty is lack of confidence in speaking English, with 94% of students identifying it as a challenge Additionally, 88% of students reported a lack of motivation or interest in learning English, suggesting that engagement strategies need improvement 82% of respondents highlighted limited access to learning resources, such as books and online tools, as a barrier to effective learning Lastly, 75% of students struggled with understanding grammar and sentence structures, which may affect their overall language proficiency These findings emphasize the need for a more interactive and engaging learning approach that fosters confidence, provides accessible resources, and enhances student motivation

Chapter 2: Solutions applied to the problems

To effectively implement the Blended Learning model and enhance high school students' self-study spirit in English, several challenges must be addressed, including low student motivation, limited digital literacy, unequal access to technology, teacher adaptation difficulties, and lack of engagement in online learning To overcome these obstacles, a combination of pedagogical, technological, and administrative solutions has been applied

Here are 4 specific solutions for applying the Blended Learning Model to enhance high school students' self-study spirit in English Learning under the 2018 General Education Curriculum:

2.1 Solution 1: Flipped classroom approach

a Aims of the Activity

The primary aim of the Flipped Classroom approach is to enhance students' self-study spirit and autonomy in learning English This method encourages students to actively engage with learning materials before the class, allowing them

to absorb foundational knowledge independently As a result, classroom time can

be used for interactive, student-centered activities that deepen understanding and promote practical language use The approach also fosters critical thinking, problem-solving skills, and collaborative learning, aligning with the competency-based objectives of the 2018 General Education Curriculum

b Steps to Apply the Flipped Classroom Approach

Step 1: Pre-Class Preparation

• Design pre-lesson materials: teachers prepare engaging and accessible materials such as video lectures, reading articles, podcasts, or interactive presentations related to the upcoming lesson These materials are uploaded

to online platforms like google classroom or hoclieu.vn

• Assign pre-class tasks: students are assigned tasks to complete before the lesson, such as watching a video, answering comprehension questions, or summarizing key points This encourages active engagement with the material and helps students build foundational knowledge

• Provide self-assessment opportunities: include short quizzes or reflection questions to help students assess their understanding and identify areas for further review

Step 2: in-class application

• Review and clarify: begin the class by addressing common misunderstandings or questions from the pre-class materials Use discussion, q&a sessions, or quick polls to check students' comprehension

• Interactive activities: engage students in group discussions, debates, plays, or problem-solving tasks related to the pre-learned content This promotes deeper learning and helps students apply knowledge in practical scenarios

role-• Peer collaboration: encourage students to work in pairs or small groups to exchange ideas and provide feedback on each other’s understanding This peer learning fosters a supportive learning environment

Step 3: post-class reinforcement

• Reflective assignments: assign follow-up tasks such as writing reflections, creating presentations, or completing additional quizzes to reinforce the in-class learning experience

• Online discussions: facilitate online forums where students can continue discussions, ask further questions, or share learning resources

• Feedback and support: provide timely feedback on students’ tasks and offer guidance for improvement Use ai tools like grammarly or chatgpt to assist

in providing personalized suggestions

Step 4: monitoring and evaluation

• Track progress: use digital tools to monitor students' completion of class tasks and participation in discussions

pre-• Adjust activities: based on students' performance and feedback, refine future materials and classroom activities to better meet their learning needs

• Gather feedback: Regularly collect feedback from students to understand their experiences with the flipped classroom approach and make necessary adjustments

By implementing these structured steps, the Flipped Classroom approach can effectively promote students' self-study habits, encourage active engagement, and enhance their overall English learning outcomes in alignment with the 2018 General Education Curriculum

Picture 1 Video (Pre-class preparation)

Picture 2 Discussion on padlet

By the end of the lesson, students will be able to:

• Understand and use key vocabulary related to family life

• Develop listening and reading comprehension skills through interactive activities

• Engage in meaningful discussions about family responsibilities

• Improve their ability to apply learned vocabulary in real-life contexts

Materials required

• English 10 Global Success textbook

• Interactive whiteboard or projector

• Online resources (Quizizz, Kahoot, Wordwall)

• Printed worksheets (vocabulary matching, gap-fill exercises)

Lesson sequence

Activity 1: Warm-up (5 minutes)

Objective: Activate prior knowledge and introduce key concepts

Task:

• Show students a series of pictures depicting different family activities

• Ask students: "Who does these activities in your family?"

• Have students discuss in pairs and share their answers with the class Variation: Use a Kahoot quiz with quick questions about family roles

Activity 2: Vocabulary Exploration (10 minutes)

Objective: Introduce and reinforce key vocabulary from the lesson

Task:

• Present key words (e.g., household chores, responsibilities, take out the trash)

• Use Wordwall for an interactive vocabulary matching activity

• Have students work in pairs to create sentences using new words

Extension: Ask students to rank the household chores from most to least difficult and explain their reasoning

Activity 3: Listening & Comprehension (15 minutes)

Objective: Develop students' listening skills through an interactive dialogue Task:

• Play the audio from the textbook

• Have students listen and complete a gap-fill worksheet

• Conduct a comprehension check with multiple-choice or open-ended questions

Activity 4: Discussion & Speaking Practice (10 minutes)

Objective: Encourage students to express opinions about family roles

Task:

• Display the question: "Should boys and girls share household chores

equally?"

• Have students discuss in pairs and present their opinions to the class

• Use Google Classroom discussion boards for students to post their responses online

Activity 5: Reflection & Wrap-Up (5 minutes)

Objective: Reinforce learning and encourage self-assessment

Task:

• Ask students to complete the sentence:"One thing I learned today is and

one question I still have is "

• Collect student responses through Padlet or written exit tickets

This structured lesson plan integrates technology, interactive activities, and discussion-based learning to make the topic engaging and meaningful for students

Link 1 Google docs

https://padlet.com/nguyenduyphongthaihoa/one-thing-i-learned-today-is-and-one-question-i-Link 5 Paddlet

https://www.canva.com/design/DAGh-iyldRk/0UkUYIxs7hbP_ZMGJJc3gQ/edit

Link 6 Canva

2.2 Solution 2: Use of online quizzes and interactive games

a Aims of the Activity

The primary aim of utilizing online quizzes and interactive games is to enhance students' engagement, motivation, and active participation in English learning This approach encourages self-assessment, fosters competitive learning environments, and makes the learning process more dynamic and enjoyable By incorporating gamified elements, students can reinforce their knowledge, identify their strengths and weaknesses, and develop critical thinking and problem-solving skills in a supportive and interactive setting

b Steps to apply the use of online quizzes and interactive games

Step 1: Preparation of interactive content

• Select suitable platforms such as Kahoot, Quizizz, or Wordwall to design interactive quizzes and games aligned with lesson objectives

• Create diverse question formats (multiple choice, true/false, blank) and interactive tasks that reflect the key concepts and skills targeted

fill-in-the-in the lesson

• Integrate visual aids, audio clips, or short videos to enhance the learning experience

Step 2: Implementation in learning process

• Pre-class Engagement: Share interactive quizzes with students before the lesson to activate prior knowledge and encourage independent learning

• In-class Activities: Conduct quizzes and interactive games during the lesson to assess comprehension and stimulate engagement Use team-based competitions to foster collaboration

• Post-class Reinforcement: Assign follow-up quizzes for homework to consolidate understanding and encourage ongoing practice

Step 3: Feedback and reflection

• Provide immediate feedback through quiz results, highlighting correct answers and explaining mistakes to facilitate learning

• Encourage students to reflect on their performance, identify areas for improvement, and set learning goals

• Use AI-powered tools like ChatGPT for personalized feedback and additional practice suggestions

Step 4: Monitoring and evaluation

• Track students' progress using the analytics features of quiz platforms, identifying participation rates and common challenges

• Gather feedback from students regarding the effectiveness and enjoyment

of the interactive activities

• Adjust future quiz designs based on student feedback and learning outcomes to better meet their needs

By integrating online quizzes and interactive games, the teaching process becomes more dynamic and adaptive, supporting the development of self-directed learning habits and enhancing students' academic performance in English

By the end of the lesson, students will be able to:

• Pronounce consonant blends /kl/, /pl/, /gr/, and /pr/ correctly

• Use vocabulary related to the environment appropriately in sentences

• Differentiate and apply "will" and "be going to" correctly in future tense sentences

• Enhance self-study skills through pre-class online activities and in-class interactive tasks

Materials required

• Pre-recorded pronunciation videos (uploaded to Google Classroom or YouTube)

• Interactive online quizzes (Kahoot/Quizizz)

• Wordwall for vocabulary practice

• Printed worksheets (sentence completion, matching tasks)

• AI-powered tools for feedback (Grammarly, ChatGPT)

• Audio files for pronunciation practice

Lesson sequence

Step 1: Pre-Class Preparation (Online Self-Study)

Objective: Prepare students for in-class activities by introducing key concepts and vocabulary

+ Tasks for Students (Before Class):

Pronunciation Practice:

o Watch a pre-recorded video explaining consonant blends /kl/, /pl/, /gr/, and /pr/

o Listen to sample words and practice pronouncing them

o Complete a Quizizz quiz focused on identifying and practicing these sounds

o Watch a short video explaining the usage of "will" and "be going to"

o Complete a Google Form quiz to check understanding

+ Self-Assessment:

• Students complete a short online quiz and submit responses via Google Classroom

• Encourage reflection by answering: "Which vocabulary words do I find

difficult? Why?"

Step 2: In-Class Application

Activity 1: Pronunciation Practice (10 minutes)

Objective: Reinforce and practice pronunciation of consonant blends

Tasks:

• Play the audio files of words with /kl/, /pl/, /gr/, and /pr/ sounds

• Students listen and repeat

• Pair activity: Students practice saying words and sentences to each other

• Conduct a pronunciation challenge, where students say a tongue twister containing the target blends

Activity 2: Sentence Practice (10 minutes)

Objective: Practice using the target consonant blends in context

Tasks:

• Listen to model sentences using the consonant blends

• Students repeat the sentences in pairs and correct each other

• Teacher provides feedback and highlights common mistakes

Activity 3: Vocabulary Reinforcement (10 minutes)

Objective: Deepen understanding of vocabulary through interactive tasks Tasks:

pre-o Peer-check answers and provide feedback

Activity 4: Grammar Practice (10 minutes)

Objective: Apply "will" and "be going to" in real-life contexts

Tasks:

• Provide scenarios (e.g., "You see someone throwing trash on the street

What will you do?")

• Students complete sentences using "will" or "be going to."

• Discuss answers in pairs, then share with the whole class

Variation: Use AI tools like ChatGPT to generate example sentences and ask students to correct mistakes

Step 3: Post-Class Reinforcement (Online Task)

Objective: Consolidate learning and encourage reflection

Tasks for Students (After Class):

o Post on Padlet: *"One new thing I learned today is…" and "One thing

I still find challenging is…"

This Flipped Classroom Approach ensures that students engage with the lesson content before, during, and after class, enhancing both understanding and retention

Illustrations:

Picture 1 Using wordwall and Quiziz

Link 6 Google classroom

https://www.canva.com/design/DAGiACJKl4k/eh_ZGWw0yjpIG3KQRuTHZg/edit

Link 7 Canva

2.3 Solution 3: Learning portfolios and reflection logs

a Aims of the activity

The primary aim of utilizing learning portfolios and reflection logs is to cultivate students' self-awareness, responsibility, and critical thinking skills in their learning process This method encourages continuous self-assessment, helps students recognize their progress, and supports goal setting for improved academic outcomes

b Steps to apply learning portfolios and reflection logs

Step 1: Setting up portfolios and reflection logs

• Guide students to create digital portfolios using platforms like Google Docs, Microsoft OneNote, or dedicated e-portfolio platforms

• Provide templates for reflection logs with prompts such as "What did I learn this week?", "What challenges did I face?", and "How can I improve next time?"

Step 2: Incorporating into learning process

• Encourage students to document their learning activities, assignments, and personal reflections after each lesson

• Assign tasks that require students to reflect on specific learning experiences, analyze their understanding, and suggest strategies for improvement

Step 3: Feedback and support

• Regularly review portfolios and reflection logs, providing constructive feedback to guide students' self-assessment

• Use AI-powered tools to offer personalized feedback and suggestions for learning improvements

Step 4: Evaluation and adjustment

• Conduct periodic evaluations of students' portfolios to monitor learning progress and self-reflection depth

• Adjust learning strategies and provide additional support based on portfolio reviews and student feedback

By integrating learning portfolios and reflection logs, students gain a deeper understanding of their learning processes, develop critical self-assessment skills, and enhance their overall academic performance

Picture 1 Learning porfolios on google docs and paddlet

c Applied lesson:

Unit 3: Cities of the Future - Writing (English 11, Global Success)

Teaching Approach: Learning portfolios and reflection logs (Solution 3) Objective

By the end of the lesson, students will be able to:

• Identify and categorize the advantages and disadvantages of living in a smart city

• Analyze and structure an article by matching content with corresponding descriptions

• Write a well-organized article (120–150 words) discussing the pros and cons of smart cities

• Develop critical thinking and self-assessment skills through learning portfolios and reflection logs

Materials required

• English 11 Global Success textbook

• Digital learning portfolios (Google Docs, , or e-portfolio platforms)

• Reflection log templates

• Printed worksheets (advantages/disadvantages checklist, matching tasks)

• Online tools (Padlet, Grammarly, ChatGPT for writing feedback)

• Sample articles and suggested ideas for reference

Lesson sequence

Step 1: Setting up portfolios and reflection logs (5 minutes)

Objective: Prepare students to document their learning process

Tasks:

• Guide students to create digital learning portfolios using Google Docs or

an online platform

• Introduce reflection log templates with the following prompts:

o "What did I learn today?"

o "What challenges did I face?"

o "What strategies can I use to improve?"

Step 2: Pre-Writing Activities (15 minutes)

Activity 1: Advantages and disadvantages checklist

Objective: Help students categorize ideas about smart cities

• Discuss answers in pairs and then as a whole class

Extension: Use Padlet to create a digital board where students can share more ideas

Activity 2: Article structure analysis

Objective: Help students understand the structure of a well-written article Tasks:

• Provide a sample article about smart cities

• Students read the article and match its parts (introduction, body, conclusion) with the correct descriptions

• Teacher explains key features of each section

Differentiation: Offer guiding questions for struggling students, such as "What

information is introduced in the first paragraph?"

Step 3: Writing activity (20 minutes)

Objective: Guide students to write their own articles about smart cities

Tasks:

Plan the article

o Students use the outline from the textbook to plan their articles

o Include points from the checklist and the analyzed article structure Write the Article

o Students write a 120–150-word article about the advantages and disadvantages of living in a smart city

o Encourage them to use transition words and maintain coherence Peer review and feedback

o Exchange articles in pairs for peer feedback

o Use Grammarly and ChatGPT for additional suggestions and corrections

Step 4: Reflection and portfolio documentation (10 minutes)

Objective: Encourage students to reflect on their writing process and learning experience

Tasks:

• Students update their learning portfolios by:

o Uploading the final article

o Adding peer feedback and AI suggestions for future reference

• Fill in the reflection log, answering prompts like:

o "What was the most challenging part of writing the article?"

o "What strategies helped me write better?"

o "What will I do differently next time?"

This lesson plan using solution 3 fosters both academic writing skills and reflective learning, ensuring that students not only produce quality work but also engage in continuous self-improvement

Illustrations: