Skkn innovating teaching methods for english 10 (global success) towards integrating life skills education and community responsibility for high school students

ĐỀ TÀI "Innovating teaching methods for English 10 Global Success towards integrating life skills education and community responsibility for high school students" Môn: Tiếng anh... SỞ

ĐỀ TÀI

"Innovating teaching methods for English 10 (Global Success) towards integrating life skills education and community

responsibility for high school students"

Môn: Tiếng anh

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

TRƯỜNG THPT YÊN THÀNH 3

SÁNG KIẾN KINH NGHIỆM

"Innovating teaching methods for English 10 (Global Success) towards integrating life skills education and community

responsibility for high school students"

Môn: Tiếng anh

Họ và tên tác giả: Nguyễn Thị Miến

Tổ : Ngoại Ngữ Năm thực hiện : 2024-2025

Số điện thoại liên hệ: 0985 697 181

A INTRODUCTION

1 Reason for choosing the topic

In the context of international integration and the strong development of the 4.0 industrial revolution, education is no longer limited to imparting knowledge but must aim at the comprehensive development of learners A modern educational foundation needs to equip students not only with academic knowledge but also with life skills, critical thinking, teamwork skills and especially a sense of responsibility

to the community These are the core factors that help students not only become knowledgeable citizens but also conscious individuals who care about society and are able to adapt t o the surrounding environment

In addition, in the context of Vietnam promoting international integration, proficiency in English is no longer an advantage but has become an essential requirement English not only helps students communicate, study and work in an international environment but also acts as a bridge to bring them to new cultures, progressive ideas and ways of thinking However, learning English is not simply learning a language, but also an opportunity for students to approach life values, develop soft skills and form a sense of social responsibility If utilized effectively, English can become a powerful tool for educating individuals and raising awareness among students

However, current teaching practices show that the construction of life skills education and community responsibility in English is still limited Teaching methods are still centered on providing language knowledge, preparing for exams, and conducting assessments, but have not completely harnessed the subject's potential to cultivate students' personal qualities and abilities Many teachers still do not have effective methods to help students apply language lessons to real life, causing them

to lack communication skills, creative thinking, and a deep sense of responsibility to the community This leads to a worrying situation: students can achieve high scores

in exams but lack important soft skills to succeed in life and work

In the 2023-2024 and 2024-2025 school years, I will participate in teaching the subject as a teacher.: Local Education and Career Experience with other groups

3 Object and scope of research

Research object: Measures to integrate life skills education and community responsibility for high school students in English 10

Research scope: 436 K10 students of Yen Thanh 3 High School

Information synthesis method

Document analysis method:

5 New points of the topic:

This topic introduces some new points in teaching English to high school students, especially the integration of life skills education and community responsibility into the curriculum The new points of the study include the following details:

Integrating life skills education into English: This is an important innovation

in English teaching Instead of focusing only on imparting language knowledge, the subject integrates essential life skills such as communication, critical thinking, teamwork skills and a sense of responsibility to the community into each lesson This helps students develop in a thorough manner in both language and soft skills

Experiential Learning: This course focuses on teaching students through life situations, extracurricular activities, group projects, and community projects These activities help students apply their knowledge to real-life situations and develop problem-solving skills, while also enhancing their sense of social responsibility

real-Integrated education model: The topic introduces an integrated teaching model, in which English is not only an academic tool but also a means to educate students about moral qualities and community responsibility This integration helps students not only be good at languages but also have a deep awareness of life and social values

Application of technology in teaching: The topic focuses on using information technology and online learning platforms to support teaching The application of technology helps students access rich learning materials and promotes active and creative learning

Personality education through English: The important innovation of the topic is the use of English as a tool to develop student's personalities By integrating life skills and community responsibility into language lessons, students not only learn the language but also develop moral qualities, teamwork ability, and community service spirit

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B CONTENT

1 Theoretical and practical basis

1.1 Theoretical basis

In recent years, the Ministry of Education and Training has paid close attention

to innovating educational methods, aiming at the comprehensive development of students In particular, developing life skills and raising students' sense of responsibility to the community are always the most important factors, especially for high school students Specifically, Official Dispatch No The Ministry of Education and Training's 6759/BGDĐT-GDTX clearly stated: "Manage the conditions to ensure that life skills education activities and extracurricular education activities occur in suitable locations with qualified teachers, reporters, and coaches."

It also emphasized that schools must organize teaching in accordance with the curriculum and documents approved by competent authorities When changes occur

in the curriculum and documents, the Department of Education and Training must approve them in writing according to regulations This demonstrates the leaders of the Ministry of Education's strong focus on innovating teaching methods that combine life skills education for students

It is a sad fact that many studies and reports have shown that lack of life skills is one of the main reasons why university graduates have difficulty finding jobs For example, a study by National University of Singapore(NUS) pointed out that: "Lack

of life skills and soft skills is one of the main factors leading to unemployment Unemployment of new graduates These skills include communication skills, teamwork skills and problem-solving abilities.” In addition, a 2017 study by Hanoi National University (VNU) found that “A large proportion of graduates have difficulty finding jobs due to a lack of important soft skills such as communication skills, teamwork skills and creative problem-solving abilities.”

Life skills are essential skills that enable people to cope with the demands and challenges of everyday life These are skills that help individuals not only survive but also thrive and succeed in many aspects of life Life skills encompass personal and social abilities that enable individuals to manage emotions, communicate with clarity, solve problems, and make informed decisions Essential life skills for high school students include:

Individuals understand social responsibility as their awareness and actions to contribute to the sustainable and harmonious development of society This includes participating in social activities, protecting the environment, supporting people in difficult circumstances and complying with community rules and regulations Social responsibility often contributes to promoting environmental protection actions, helping to maintain natural resources and minimizing negative impacts on the environment When each individual is aware of and acts for the common good, the community will become more united, thereby solving many social problems such as poverty, injustice, and conflict

1.2 Practical basis

Survey of the current situation

To conduct this research, I surveyed the current situation of English teaching at Yen Thanh 3 High School, with the aim of assessing the actual situation of integrating life skills education and community responsibility into the teaching process This survey includes the following specific steps:

1.2.1 Teacher Survey: Interview and survey English teachers about current teaching

methods, how to integrate life skills education and community responsibility elements into lessons At the same time, survey the level of Teachers' awareness and attitude towards this innovation in teaching methods

1.2.2 Student Survey: Conduct a survey and interview 10th-grade students about

their level of awareness of life skills and community responsibility At the same time, survey students' interest and ability to apply the knowledge they have learned to real life

1.2.3 Direct classroom observation: Observe English lessons in grade 10 to evaluate

how teachers apply the method of integrating life skills education and community responsibility into teaching Thereby, analyzing the effectiveness difficulties and challenges in implementing these teaching methods

1.2.4 Collecting and analyzing educational materials: Collecting existing lesson

plans, lectures and learning materials of English subject grade 10 at Yen Thanh 3 High School to evaluate the presence of life skills education and

The percentage of students willing to share responsibilities and support each other is low, with only 20.64% of the 436 students participating Next, the percentage of students actively participating in community activities is also low, only about 26.38% This shows that there is a need for promotion measures to increase student participation in community activities Only about 19.50% of students can come up with creative ideas, which shows that we need to encourage and support students more in developing creative thinking and generating new ideas

to improve community activities Next, the percentage of students who are able to identify problems and come up with effective solutions is only 29.81% Finally, the percentage of students who are aware of promoting and encouraging everyone to act together for the community is only 27.52% This shows that teachers need to train and motivate students more in promoting and encouraging positive actions in the community

2 Implementation solution : “Innovating teaching methods for English 10 (Global Success) towards integrating life skills education and community responsibility for high school students”

2.1 Organizing the project "The Community Inside You" helps students develop some life skills and a sense of community responsibility

2.1.1 Purpose:

I researched and applied the organization and implementation of the project

"The Community Inside You" directly to the teaching process with the main purpose

of helping students develop some life skills and a sense of community responsibility This activity will be carried out to build teamwork skills, communication skills, and problem-solving abilities during assigned learning tasks

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2.1.2 Content :

The Community Inside You project provides opportunities to practice language through discussion activities and find ways to raise funds for charity for the community through handmade products At the same time, this activity requires students to develop the ability to plan in detail how to make their handmade products Through group activities, students learn to collaborate with teammates, divide tasks efficiently, and respect each other's opinions At the same time, students will also be more aware of social and environmental issues around them, thereby developing a sense of responsibility towards the community

in fundraising for charity from handmade products

Step 1: The teacher divides the class into small groups of 3 (4-5) students each Each group will discuss and decide on the type of craft they would like to create to sell for fundraising

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Products may include: bracelets, paintings, greeting cards or recycled products from old materials

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Step 2: I ask each group to create a detailed plan of how they will make their product, including:

Materials needed

How to create the product

Division of tasks within the group

Estimated time to complete the product

Students will make their crafts in class or at home After completing their products, the class will organize a sales event at school Groups will prepare and decorate their booths to attract customers Students will use English to introduce and sell their products to their classmates and teachers at school

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Step 3: After the sales event, each group will present their project implementation process, including:

How to create the product

Difficulties and challenges encountered

Experiences and lessons learned

Amount of money raised and how it will be used to help the community

I will evaluate the groups based on criteria such as product creativity, English communication skills, team spirit and fundraising results We will reward groups

2.2.1 Purpose:

I organized the “Environmental Festival” experiential activities to help students develop a sense of responsibility for environmental protection in particular and social awareness in general The program gives students the opportunity to develop their thinking, communication, and creativity skills as they participate directly in the environmental protection activities implemented by the organization

2.2.2 Content :

The “Environmental Day” experiential activity will provide practical learning opportunities, helping students apply their knowledge to reality and better understand the environmental issues that teachers are implementing At the same

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Since the topic of the Speaking lesson was "Talking about living green", I let the students practice right away with an experiential activity called "Environmental Festival"

Step 1: I divided the class into 3 groups, each group had 10 members The groups were responsible for dividing the work so that the school landscape met the criteria of "green"

- clean - beautiful"

Step 2: The team leader of each group will report on the work they are responsible for Once confirmed, the team leader and the remaining members will divide the work

Communicate this process in English For example, the tasks undertaken by the 3 groups reported:

+ Group 1: “Our group is responsible for cleaning and collecting waste around the schoolyard We will use bags and gloves to collect trash and then sort it into recyclable and organic waste.”

+ Group 2: "Our group will focus on planting trees and flowers around the schoolyard We will dig holes, plant the trees, and water them.”

+ Group 3: "Our group will handle the decoration We will use recycled materials to create creative and attractive spots.”