Áp dụng một vài kĩ thuật dạy học tích cực trong chuyên đề kiến thức bổ trợ cho Unit 2: Your body and you sách Tiếng Anh 10

BÁO CÁO CHUYÊN ĐỀTHE APPLICATION OF SOME ACTIVE TEACHING TECHNIQUES IN TEACHING SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOUIN ENGLISH 10 TEXTBOOK Áp dụng một vài kĩ thuật dạy h

BÁO CÁO CHUYÊN ĐỀ

THE APPLICATION OF SOME ACTIVE TEACHING TECHNIQUES

IN TEACHING SUPPLEMENTARY MATERIALS FOR

UNIT 2: YOUR BODY AND YOUIN ENGLISH 10 TEXTBOOK

Áp dụng một vài kĩ thuật dạy học tích cực trong chuyên đề kiến thức

bổ trợ cho Unit 2: Your body and you- sách Tiếng Anh 10

Tác giả :HOÀNG THỊ NGỌC LAN

Table of Contents

CHAPTER 1 – INTRODUCTION 3

1 Rationale 3

2 Aims of the study 4

3 Research questions 4

4 Scope of the study 4

5 Significance of the study 4

6 Methodology of the study 5

7 Structure of the study …… 5

CHAPTER 2 LITERATURE REVIEW 6

1 Active learning 6

2 Active learning techniques 7

2.1 Definition 7

2.2 Classification 7

2.2.1 “Brainstorming” technique 8

2.2.2 “Mind map” technique 10

2.2.3 “Think- Pair- Share” technique 11

2.2.4 “Art gallery” technique 12

2.2.5 "Asking experts" technique 13

2.2.6 "In other words" technique 13

3 Supplementary materials for textbook 13

3.1 Definition of textbook 13

3.2 Definition of supplementary materials 14

3.3 Material design 14

4 Development of the supplementary materials for Unit 2: Your body and

2 Research participants 18

3 Instruments 18

3.1 Interviews 19

3.2 Class observation 19

4 Data collection 20

5 Data analysis 20

CHAPTER 4 DATA ANALYSIS AND FINDINGS 21

1 Discussion of the data from interviews 21

2 Discussion of class observation data 22

CHAPTER 5 CONCLUSION 24

1 Summary of the study 24

2 Conclusions 25

3 Recommendations for further studies 25

REFERENCES 27

APPENDICES 29

Appendix 1 INTERVIEW QUESTIONS (For teachers) 29

Appendix 2: CLASS OBSERVATIONS SHEET 31

Appendix 3:SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU 33

Appendix 4: LESSON PLAN 58

CHAPTER 1 – INTRODUCTION

1 Rationale

Educators and scholars have increasingly recognized the prominence

of innovation in teaching methodology and education developers havepaid more and more attention to advancing learners’ competence with theaim of meeting the demand of new era

At Vinh Phuc gifted high school, where I have been working as anEnglish teacher, students have been learning the set of piloted textbooks

English 10, 11, 12 published by the Minister of Education and Training.

From my personal observation and professional experience, I haverealized that my students’ ability is beyond the textbook’s level.Consequently, there should be supplementary materials especiallydesigned based on the topic of the English text book which are moresuitable for the need and proficiency of my students Instead of teaching

in periods, the knowledge may be grouped into themes and the learningactivities are organized according to active teaching method in order topromote students’ virtue and capacity

Realizing the fact, I determined to conduct the study titled “The application of some active teaching techniques in teaching

supplementary materials for Unit 2: Your body and you in English 10

textbook” Hopefully, this study will partly contribute to measuring the

applicability of active teaching techniques in specific situation as well asimproving the quality of teaching and assessment with the orientation ofdeveloping students’ competence Also, I desire to promote the quality ofteaching and learning English at my school in particular and other schools

in general by encouraging teachers to actively choose the knowledge to

2 Aims of the study

With the above-presented rationale, the specific aims of the study,accordingly, are:

- to develop the active learning supplementary materials for piloted English 10 textbook

Unit2 to investigate the effectiveness of the active learning supplementarymaterials in developing students’ competence

4 Scope of the study

As it has been stated above, the study is designed to improve thequality of teaching and assessment with the orientation of developingstudents’ competence in order to support teachers to actively choose theknowledge to form specialized topics which are fit for active learningactivities The study focuses itself on vocabulary, reading, speaking,

listening and writing activities relating to the content of Unit 2: Your

body and you in the piloted English 10 textbook As this is only a

small-sized scale study, a number of issues, though intriguing, would bebeyond the scope of inquiry and would be best dealt with in a furtherstudy

5 Significance of the study

The study highlights the effectiveness of specialized topics indeveloping students’ ability and the applicability of active teachingtechniques This research is expected to be beneficial to both English

teacher and students at Vinh Phuc gifted high school in particular andthose at other high schools in general where the piloted English 10textbook has been applied.

6 Methodology of the study

To achieve the aims stated, a survey research was conducted at VinhPhuc gifted high school In so doing, the method including surveyinterviews with English teachers at the school and class observationsheets were employed during the process of data collection

7 Structure of the study

The study consists of five main parts, a list of reference andappendices

 Chapter 1: Introduction: Providing the reason for the research, theaims, research question, scope, significance, methodology andstructure of the study

 Chapter 2: Literature review: Providing the theoretical background forthe study

 Chapter 3: Research Methodology: Describing research design andsetting, research participants, instruments, data collection and dataanalysis method

 Chapter 4: Data analysis and findings: Presenting, analyzing anddrawing out the findings from the data collected basing on tworesearch questions

 Chapter 5: Conclusion: Summarizing the main points presented in thestudy, presenting conclusions of the study, pedagogical

CHAPTER 2 LITERATURE REVIEW

The literature relevant to the current study is presented in four majorcategories: active learning, active teaching techniques, supplementarymaterials for textbook and development of the supplementary materials

1 Active learning

Active learning, which is student-focused, aims at engaging students

in the lesson Course materials are designed with the teacher in the role offacilitator; rather than simply listening passively to lectures and takingnotes Students have the opportunity to talk, listen, write, read and engagewith others regarding the content, ideas, issues and key points of thesubject which is the course of study (McKeachie, 1998; Meyers andJones, 1993)

In active learning, apart from listening to a lecture and taking notes,students are provided opportunities to meaningfully talk and listen, write,read and reflect on the content, ideas, issues and concern of an academicsubject (McKeachie, 1998; Meyers and Jones, 1993: 6) to help them learnand apply course materials Instead of simply receiving informationverbally and visually, students are receiving, participating or doing andreflecting (Fink, 1999) Students may be involved in talking, listening toone another, writing, reading and reflecting both collaboratively andindividually (Stearns, 1994) Since active learning also seeks to tie instudents’ own life experiences; an excellent way of linking to priorlearning, which in turn helps to increase long-term retention of thematerials (Bransford, 1979), it is also very effective at developinghigher-order thinking skills like analysis, synthesis and evaluation Bydeveloping students’ critical thinking skills in this way, it enablesstudents to apply the information they are learning in new settings

(Meyers & Jones, 1993) Ultimately, it can even inspire and motivatestudents to become self-directed, life-long learners (Bonwell & Eison,1991).

Therefore, based on the aforementioned ideas of active learning, thetheoretical framework of active learning, which will be used to createeach activity in this paper consists of three main stages: gettinginformation and ideas, experiencing by doing and/or observing andreflecting Each of which can be done via individual work and/or groupwork

2 Active teaching techniques

2.1 Definition

Teaching techniques are the actions and solutions of teachers andstudents in specific situations aimed at processing and controllingteaching procedure Teaching techniques are the smallest units ofteaching methodology There are common teaching techniques as well asparticular ones which are typical for each teaching method such as thetechnique of “raising questions in conversation” There has been a recenttrend to pay attention to developing and using the techniques thatencourage learners’ activeness and creativity Such techniques hasimportant meaning in promoting students’ active engagement in thelessons and stimulating mentality, creativity and cooperation of students

2.2 Classification

The active teaching techniques can be favorably applied in group

ACTIVE TEACHING TECHNIQUES

8 “Flash of lighting” technique

9 “3 multiplied with 3” technique

16 Group division technique

17 Task- giving technique

18 Question- raising technique

19 “Art gallery” technique

20 Stages technique

21 “One- minute- presentation”technique

22 “We know 3” technique

23 “Ask and answer” technique

24 “Asking experts” technique

25 “Task completion” technique

26 “Active writing” technique

27 Cooperative reading technique

28 “In other words” technique

29 "Video analysis” technique

30 “Materials summary in groups”technique

In teaching the supplementary materials named “Food and health” for

Unit 2: Your body and you, it would be ambitious to cover all techniques.

Therefore, in this part, only the applicable techniques for my specificteaching setting are explained in details

2.2.1 “Brainstorming” technique

 Definition

- “Brainstorm” is a technique which aims to encourage and inspire allmembers in group in a positive way to contribute more interesting and

unique ideas about a certain topic with no limitation and ultimatelyresults in creation of “Storm of Ideas”.

-The technique is founded and enhanced by Alex Osborn, based on atraditional technique from India

 Principle

- No assessment and comment while collecting the ideas from groups

- Give connection among the mentioned ideas

- Encourage the quantity of ideas

- Imagination is fully allowed

 Processing stage:

- Coordinator (Teacher) introduces the topic and explains if necessary

- The members show their ideas without assessment to get as many ideas

as possible consecutively

- Stop giving idea

 Classification

There are two different forms based on the “brainstorming” technique:

Writing brainstorming Private brainstorming

- Each member will present the - Each member will write their

- While processing, all the

members will respectively write

down their ideas onto a shared

paper of the topic

- Each member should look

through other ideas and leave their

feedback for those ideas Finally,

everyone will read the feedback

and eventually make the final

outcome of group

- After that, the whole group willdiscuss together and individualswill self-improve their ideas

 Pros and cons: the students

can obtain a whole

meaningful story or a

collection of key

information and the final

product can be a mind map

 Pros: The ideas are keptgenuine without othermembers’ interruption

 Cons: They won’t getfeedback directly from theothers

2.2.2 “Mind map” technique

 Definition

A mind map (also known as a concept map) is a diagram thatclearly shows the planned ideas or results of an individual or group'swork on a topic Mind diagrams can be written on paper, tablet orcomputer

 Procedure

- Write the topic’s name or using images/pictures describing title in thecentre of the background

- Visualize the centre as a spider net or a tree full of branches, thenradiating out from the root are main lines with different colors Each lineillustrates a big point of topic (Using important terminology to write inmain lines in capital).

- From the main lines, develop the map with sub-lines in quest ofexplaining more about the topic

 Application

- Summarize content or review a topic

- Present a general topic

- Prepare information for a report or a speech

- Collect and arrange ideas

- Make notes at class

 Strengths

- Thinking directions are openly shown

- Explicitly describe the connection among the contents of topic

- Being able to develop, rearrange or implement the content

- Chance for student to practice building-up ideas

2.2.3 “Think, Pair, Share” technique

 Definition

“Think, Pair, Share” is a technique introduced by Professor FrankLyman of the University of Maryland in 1981 This technique introducesdual-team work, developing individual thinking skills in solving theproblem

 Tool

 Drawbacks

Students will easily exchange non-lesson-related content becausethe teacher cannot cover the whole class

2.2.4 “Art gallery” technique

This technique can be used for individual or group activities

- Teacher asks the questions / problems for the whole class or groups

- Each member (personal activity) or group (group activity) sketch ideas

on how to solve the problem on a cover sheet and stick it on the wallaround the classroom as a painting exhibition

- Students in class will go to the "exhibition" and may comment or addany feedback.

- Finally, all settlement solutions are assembled and optimized

2.2.5 "Asking experts" technique

- Students who volunteer (or as assigned by the teacher) form "expert"groups on a given subject

- The "experts" study and discuss with each other about the material that

is relevant to their topic

- The "expert" group stands on the teaching stage in the classroom

- An "expert" group leader (or teacher) will conduct the "counseling"session, invite students in the class to ask questions and then invite the

"expert" to answer

2.2.6 "In other words" technique

- Teachers divide the students into groups, asking groups to list out the 10big things that sometimes people talk about

- Next, ask the groups to find 10 better ways to express the same meaningand continue to write in large format

- The groups present the results and discuss the implication of changingthe way they use positively

3 Supplementary materials for textbook

3.1 Definition of textbook

According to the web-page Wikipedia, a textbook or course book is

a manual of instruction in any branch of study Textbooks are producedaccording to the demands of educational institutions Tomlinson (1998)describes a textbook as a book “which provides the core materials for a

course period Harries and Hodges (1995) stated “Textbook- a book usedfor instructional purposes, especially in schools and colleges” In mostcases, textbooks symbolize the hidden curriculum of the language studies

in a certain program or country That's why they play an important rolefor obtaining information about the likely teaching and learning practices

of a particular school, program or institution

3.2 Definition of supplementary materials

Supplementary materials refer to paper-based handouts, whichteachers distribute to the students during their classes at their discretion,

to supplement the main coursebook In other words, they are the materialsdesigned to be used in addition to the core materials of a course.Thesesupplements can be used according to requirements of the particularteacher (e.g as homework, as classwork, etc.).They can be extraworksheets, games, books etc that a teacher uses for teaching materials inaddition to a core text They are often based on the same theme or related

to the development of skills of reading, writing, listening or speaking

3.3 Materials design

‘Materials development is both a field of study and a practicalundertaking As a field it studies the principles and procedures of thedesign, implementation and evaluation of language teaching materials’(Tomlinson, 2001: 66) Prabhu (1987) mentioned that ‘loosely structured’teaching materials can be easily adapted to a particular classroom and theteacher should determine how to simplify, add to or adjust them to makethem useful to their students Materials as learning resources can varyfrom one learner to another within the same class (Prabhu, 1987).Robinson (1991) emphasized the importance of authentic materials inESP She mentioned that the materials can be anything that is available tothe language teacher, but it must not be the materials produced

specifically for language-teaching purposes Therefore, it is theresponsibility of the teacher to select or develop materials of their own.Jolly and Bolitho (1998) outlined a framework for materials writing thatstarts from identification of a need to satisfy or a problem to solve by thecreation of materials The next step is exploration of language in terms ofmeaning, function, and skills The third step is contextual realization ofthe proposed new materials by finding suitable ideas and contexts withwhich to work The fourth step is pedagogical realization of materials byfinding appropriate exercises and activities and writing appropriateinstructions for use The fifth step is physical production of materials,involving consideration of layout, type size, visuals, reproduction, tapelength, and so on The sixth step is usage of the materials in class, andfinally evaluation of materials against agreed objectives.

They concluded that materials’ writing is most effective when itmatches the learners’ needs The teacher should understand the learnersbest, so all teachers need grounding in materials writing to create themost appropriate materials for the students Also, trialing and evaluationare vital to the success of any materials

4 Development of the supplementary materials for Unit 2: Your body and you in the piloted English 10 textbook

The supplementary materials have been designed based on the

theme of Unit 2: Your body and you in the piloted English 10 textbook,

the first of a three-level English language set of textbooks for theVietnamese upper-secondary schools The course contents are aimed atintermediate EFL learners The selected unit and their correspondingsections are presented in Table 1

Table 1: Unit 2- Your body and you and corresponding sections Unit 2: Your body and you- English 10 textbook

Reading Reading for specific information about acupunctureSpeaking Talking about how to get rid of bad habits

Listening Listening for gist about choosing a healthy diet

Writing Writing about what to eat and not to eat

Language focus Review: The future simple will vs Be going to; The

passiveWords about illnesses and health and systems of thebody

Consonant clusters: /pl/, /pr/, /gl/, /gr/

Culture Health practice in Indonesia and in Vietnam

Project Doing a survey on the importance of categories in

staying healthy

In developing the supplements, the features of each sections of thementioned unit (comprising the language points and the contents ofsub-skills) were taken as reference points The supplementary materialsare theme-based and cover vocabulary relating to the topic and all fourlanguage skills

Each section in the supplements is composed of a series of coherentactivities and begins with vocabulary review of the two component topicnamely food and health It involves a variety of task types such as notecompletion, picture labeling, matching, table filling, etc Next, a readingtask is presented to the students During reading stage, the students are

asked to do an activity like deciding the following statements are True,False or Not Given Once these are completed, the student goes on to thespeaking task The students have chance to discuss about the previously-read topic, which is fast food, and giving their own opinions about issuesrelating to fast food Later, the listening task is provided to the students.The students are required to fill in the blanks with the correct vocabularywords about topics “Food and health” After the listening task, thestudents have to utilize the content from the listening and vocabularyreview tasks to complete a paragraph describing the process of food

digestion (See Appendix 3)

The tasks presented are varied; therefore, in order to complete thetasks, the students must also employ various response methods, includingmatching, marking, filling in the blanks and writing a paragraph.Authenticity of the sources students are exposed to is a key factor in thedesign of all the tasks Students must use the skills of listening, reading,writing, and speaking via both individual work and group work

The main purposes of the supplements are to review the content of

Unit 2: Your body and you, which the students have learned since the

teacher uses the supplements at the end of the unit when the students havealready learned all the main content of the unit Besides being used toreview the lesson,the supplements are designed to engage and motivatethe students as well as to create a good classroom atmosphere A sample

of the lesson plan for the supplement of Unit 2: Your body and you is also

included (See Appendix 4)

CHAPTER 3 RESEARCH METHODOLOGY

1 Research design and setting

The purpose of this section is to introduce the methods based onwhich this study is carried out Moreover, it presents techniquesemployed in this minor thesis, namely survey research Among theresearch methods, survey research is one of the most important areas ofmeasurement in applied social research The broad area of surveyresearch encompasses any measurement procedures that involve askingquestions of respondents A "survey" can be anything from a shortpaper-and-pencil feedback form to an intensive one-on-one in-depthinterview

2 Research participants

The participants in the study are 35students in Literature-majoredclass of grade 10 and 8 English teachers at Vinh Phuc gifted high school.The study was conducted with non-English-majored students The reasonfor choosing this group is because this book will be widely taught for

10th-form basic students at high schools throughout the country who arenot specialized in English The author hopes the findings from this studywill be helpful for non-English-majored students at Vinh Phuc gifted highschool in particular and those at other high schools in general All ofparticipant teachers have at least 10- year- English teaching experienceand they have taught the piloted E10 textbook

3 Instruments

The study used two research instruments: survey interviews with theteachers and class observations

3.1 Interviews

Interviewing is used in this study as another key research instrument.The main reason for conducting interviews is to have better insights intothe research questions by providing a deep understanding of teachers’attitudes towards active teaching technique The interview consists of 14questions The interviewed teachers were further probed for clarificationwhen necessary The interviews were conducted in English, and theteachers were interviewed individually

The interview questions are structured as follows The first twelvequestions are to find out the teachers’ opinions of the active learningsupplementary materials The final two questions of the interview asks theteachers to give their preference of each sections and their suggestions for

the supplementary materials (See Appendix 1)

3.2 Class observation

Class observation is another method to collect data for the study Itwas a non – participation observation in which the researcher watched,followed and recorded activities as they were performed in the realclassroom settings The observation was carried out in the first semester

of the school year 2018 – 2019, the class performance was observed inclass 10A6

This process is done with one class in vocabulary lesson Basing onthe students’ activeness, students’ behaviour and teacher’s methods, classobservation is implemented within one class in 10th grade during oneperiod teaching new words The researcher’s three colleagues who havebeen teaching there for over 10 years observed the students and teachingmethod

enthusiasm and persistence with the learning task The researcher used theobservation sheet which was adapted from Matthew Peacock (1997).

Each item in this sheet was scored on a scale of 1 (low) to 5 (high) (See Appendix 2)

4 Data collection

To collect the data for the study, a fourteen-question surveyinterview for teachers were designed after the author revised carefullyand received comments from other colleagues These questions wereanswered by 8 teachers of English after group meetings

Observations of the author’s colleagues at one period teaching thetopic: “Food and health” in the researcher’s class to investigate theeffectiveness of active teaching technique in improving students’competence The purpose of the class observation was to access teacher’spreparation, presentations, method, teacher and students’ interaction in

the classroom Unit 2: Your body and you in piloted English 10 textbook

was taught as usual; the lesson using supplementary materials was taughtwith the use of active teaching technique

5 Data analysis

The discussion of the result collected by means of the interviewwith teachers is presented, using thematic analysis The collected datafrom class observation was classified and then presented in the discussion

of the data

CHAPTER 4 DATA ANALYSIS AND FINDINGS

In this chapter, all the collected data will be analyzed and discussed toanswer the research questions The main results came from the answers ofthe survey interviews collected and from two class observation sheetscarried out by two teachers

1 Discussion of the data from interviews

There are 8 teachers taking part in the interviews, which contain 14questions asking the teachers’ overall opinions of the supplements Thefindings show that the teachers have positive opinions of the activelearning supplementary materials They agree that the supplements arebeneficial and meet the set objectives

As for their opinion of each activity in the supplement, the teachersprefer vocabulary review most The teachers said that it helps studentshave a chance to review the vocabulary that they learned in the lesson andthe difficulty of the activity is more or less the same as that in the exams

By contrast, the teachers prefer speaking tasks least They said that it wasdifficult for students However, one teacher liked this activity She saidthat it was challenging and it promoted students’ critical thinking skill.All in all, most teachers showed satisfaction with the activities in thespecialized topic

The final part of the interview asks the teachers to give their opinions

of and their suggestions for the supplementary materials The commentswere summarized and combined under the three issues First, the readingtexts in the supplements are more difficult than those in the 45-

They prefer to have many more new vocabulary, which does not derivefrom the coursebook only Finally, the supplements are too many (not interms of the content, but in terms of the number of pieces of paper) Theysuggest that all of the supplements should be compiled as a package or abook; they should not be distributed to the students piece by piece, whichare difficult for the students to collect.

2 Discussion of class observations data

Class observations were used to evaluate students’ engagement in thelesson The class observation was conducted with the three teachers whojoined in the study They observed the class atmosphere in the specialized

topic: Food and health, which is the supplementary lesson for Unit 2:

Your body and you in the piloted English 10 textbook, by using Class

Observation sheet- Overall class engagement (See Appendix 2) The

observers were non-participants in the lesson The comments showed thatthe teacher prepared the lesson very carefully The lessons went smoothlyand logically because the teacher was keen on the subject she taught.Generally speaking, students found the lessons more and more interesting,

so they got involved in the lessons more and more enthusiastically

Results indicated that overall class engagement significantlyincreased when the learners took part in the activities (two observerscircled number 4 and 5) They also gave comments as follow

“Generally speaking, the classroom atmosphere was positive, with most of the students participating in the activities It seemed that active learning activities successfully involved the students as the classroom was filled with positive noises The students enthusiastically talked and worked with their friends in English However, there were few shy students who listened much more than talked.”

“As for engagement, the positive thing to note is the students were quite interested in their speaking or listening to their group members Besides, reports from the group leaders also confirmed positive contribution of their group members.”

Most of students were very concentrated on the activities from thebeginning to the end of the lesson As for students’ activity level, thewhole class made much effort to join the lessons because the activitieswere not too much challenging and suitable for students’ level However,

it seemed that some students were still afraid of speaking They werereluctant to speak when teacher said she would give mark for students’participation

Regarding the participation of students in the activities, it is possible

to say that the participation was generally active, with students feelinginterested in the activities However, in some groups, talking time wasdominated by the group leaders and one or two talkative students Somegroup members were not very self – confident in discussing and sharingideas, thus, they tended to listen to their classmates and speak only whenurged by other students or the teacher Therefore, participation in somegroups could not be regarded as equal

Overall, the results of class observations indicated that active learningactivities made sense in raising students’ engagement in English class.There is no doubt that teacher should apply active learning activities moreoften to make the classroom exciting and develop students’ competence

CHAPTER 5 CONCLUSION

1 Summary of the study

The supplementary materials have been developed to serve needs ofboth teachers and students For teachers, the materials can be used torevise and assess what has been covered in the lesson For example,teachers may evaluate the students’ concrete knowledge, comprehension,and application abilities, which are the desired terminal outcomes of thecourse The supplements may be seen as a solution to the obstacles faced

by teachers previously when using only the textbook It may be a way forteachers to motivate the students to learn and create a good EnglishForeign Language atmosphere For students, the materials may drawstudents’ attention and motivate them to learn in the classroom assupplementary practice for the content covered in their face-to-facecourse

All in all, the teachers tend to have positive opinions towards thematerials used in the study Students’ motivation was likely to increase,

as they were engaged in rich, interesting learning experiences Moreover,the interviewees agreed that students had good opportunities to use andintegrate English communicative abilities (listening, speaking, readingand writing) to interact with their peers via various activities in varioussituations In addition, students could use their creativity to do the tasksboth individually and collaboratively, which supported their learning.Most important, the supplements met the major set objective, which is to

review the main content of Unit 2: Your body and you in the piloted

English 10 textbook

2 Conclusions

Modern-day students require learning options that are appropriatewith the fast-paced world in which they live – though the medium ofinstruction may be changed, the need for skills has not been altered Thus,

it is up to teachers to choose and find new, alternative instructional modes,apart from chalk-and-board and lecture formats, to meet the needs ofstudents and to modify the teaching and learning experience Activelearning can be one good answer to the question, “How do I help mystudents to learn?” How it is utilized, however, is very much dependent

on the desired educational outcomes The development of the activelearning supplementary materials took into consideration various desiredinstructional goals, and these informed the final product This is yetanother instructional alternative for teachers and learners, to be used toassist in the improvement of learning

3 Recommendations for further studies

Based on the results and findings from the study, the following are anumber of areas that could be further investigated

First, future studies may be conducted with larger groups ofparticipants who could also assist in confirming the students’ opinionsand the effectiveness of the active learning supplements, andexperimental evidence of achievement can be gathered

Second, this study should be applied with the students from variousschools to gain different perspectives for comparison and confirm theeffectiveness of the materials with various learning styles

Further studies should have an insight look into other aspects which haveeffect on improving the quality of teaching and assessment with theorientation of developing students’ competence.

1 Bonwell, C C & Eison, J (1991) Active learning: Creatingexcitement in the classroom ASHE-Eric Higher Education Report No.1.Washington, DC: The George Washington University, School ofEducation and Human Development

2 Bransford, J D (1979) Human cognition: Learning, understanding,

and remembering Belmont, CA: Wadsworth

3 Fink, L D (1999) Active learning [Online] Available from:http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm

4 Jolly, D and Bolitho R (1998) A framework for materials writing In

B Tomlinson (ed) Materials development in language teaching NewYork: Cambridge University Press: 90-115

5 Louis Harrison, C C (2009) Achieve IELTS Grammar and Vocabulary Marshall Carvendish Education.

6 McKeachie, W J (1998) Active learning [Online] Available from:

13 Stearns, S A (1994) Steps for active learning of complex concepts.College Teaching 42(Summer 1994): 107-108

14 Tim Falla, P D (2013) Solution Advanced Student’s Book Oxford

University Press

15 Tomlinson, B (ed.) (1998) Materials Development in Language

Teaching Cambridge: Cambridge University Press.

16 Tomlinson, B (2001) Material development In R Carter and D.Nunan (eds.), The Cambridge guide to teaching English to speakers ofother languages Cambridge: Cambridge University Press

17 https://tusach.thuvienkhoahoc.com/wiki

18 https://en.wikipedia.org/wiki/Textbook

APPENDICES Appendix 1 INTERVIEW QUESTIONS (For Teachers)

This survey interview is designed for my study “The application

of some active teaching techniques in teaching supplementary materials for Unit 2- the piloted English 10 textbook” Your assistance

in fulfilling the following questions is greatly appreciated Thank youvery much for your help

1 Do you think the supplements cover the main content of Unit 2: Your

body and you of the main coursebook?

2 Do you find the activities / tasks in the supplements varied?

3 Do you enjoy the activities / tasks in the supplements?

4 How much do you think the activities / tasks can help studentsimprove the scores in examinations?

5 In your opinion, do the activities / tasks in the supplements enhancestudents’ critical thinking skills?

6 Do you think the activities / tasks in the supplements promotestudents’ problem solving skills?

7 Do you find the content of the activities / tasks in the supplementssuitable for students’ ability?

8 Do you find the content of the activities / tasks in the supplements

9 Do you think the activities / tasks in the supplements create a goodatmosphere in class?

10 Do you think the sequences of the activities / tasks are coherent andsuitable?

11 Are you satisfied with the activities / tasks in the supplements?

12 Do you think the activities / tasks in the supplements help studentsrevise the main content in the main coursebook?

13 These are sections in the specialized topic Food and health,the supplementary materials for Unit 2: Your body and you in the piloted

English 10 textbook

Please tick the appropriate box according to the level of satisfaction:

1 Really dislike, 2 Dislike, 3 Neutral, 4 Like, 5 Really like

Sections Really

dislike

Dislike Neutral Like Really

likeVocabulary

Appendix 2: CLASS OBSERVATIONS OBSERVATION SHEET - OVERALL CLASS ENGAGEMENT

(Adapted from Peacock, 1997)

Observer Date Teacher Class

No of students present: _ Time minutesMaterials

Unit

Observation focus: Levels of students engagement generated by the tasks.

3 is average mark for any one item

Instructions:

This sheet is for observing the class as a whole, not individualstudent;

Complete this sheet when the lesson is drawing to a close;

Circle ONE number of each statement below;

Add final comments after the lesson at the bottom of the sheet if youwish;

1 Mark how involved in the activities the students are

Not very involved 1 2 3 4 5 very involved