INTRODUCTION
Rationale
Vocabulary is essential in learning a foreign language, as it connects the four key skills: speaking, listening, reading, and writing Renowned linguist David Wilkins emphasizes the significance of vocabulary in language acquisition, highlighting its role in effective communication.
D A (1972) argued that: "without grammar little can be conveyed, without vocabulary nothing can be conveyed" Indeed, people need to use words in order to express themselves in any language In order to communicate well in a foreign language, anyone should acquire an adequate number of words and should know how to use them accurately
Before 1970, vocabulary teaching was often overlooked, regarded merely as a supplementary aspect of grammar instruction and language functions Traditional language education focused on four skills, neglecting essential components for comprehensive language development However, recent scholars in language acquisition have expanded this framework to include nine skills, recognizing the importance of vocabulary, spelling, grammar, pronunciation, and study skills As a result, the significance of vocabulary knowledge has gained acknowledgment among theorists and researchers in the field.
As an English teacher, I have observed that many students struggle with speaking fluently, often finding productive skills like speaking and writing exhausting They tend to rely on a limited range of words and expressions, leading to interruptions in their conversations due to a lack of vocabulary This issue also affects their receptive skills, such as listening and reading Additionally, some students forget newly learned words shortly after they have been introduced, further contributing to their vocabulary challenges.
In today's world, significantly impacted by the COVID-19 pandemic, there is an urgent need for innovative and effective teaching and learning methods for both teachers and students Given the geographical and economic challenges faced by students in the research area, a practical and easily implementable approach is essential Therefore, this thesis will focus on the task-based language teaching method as a suitable solution.
Understanding the significance of vocabulary, I recognize that teachers play a crucial role in enhancing students' language skills As an English teacher, I would like to share my insights and experiences to help improve vocabulary development effectively.
“An application of task - based language teaching to improve 10th graders’ vocabulary range” I hope that my ideas and my effort can be a useful solution to teach vocabulary.
Objectives
This study aims to investigate the effectiveness of the task-based learning method in enhancing students' vocabulary acquisition Additionally, it seeks to gather students' opinions on vocabulary learning and examine the correlation between the use of vocabulary learning strategies and the implementation of the task-based learning approach.
Scope of the study
10th students at Quy Hop 3 high school
Research Methods
This study employs both qualitative and quantitative methods to assess the effectiveness of a teaching technique on students A total of eighty students were involved, with forty from class 10 C1 serving as the control group and forty from class 10 A1 as the experimental group, all of whom had at least seven years of English education While some variables, such as intelligence and individual characteristics, may exist, the differences between the two groups were minimized to ensure a fair comparison.
CONTENT
Theoretical and practical background
Vocabulary serves as a fundamental component of language, connecting the key skills of listening, reading, and writing To address the challenges associated with specialized vocabulary, learners must be educated on its definitions, types, and applications, along with effective strategies for vocabulary acquisition.
Vocabulary is a crucial component of language mastery, as learners must have a comprehensive understanding of a language's vocabulary to communicate effectively Various definitions of vocabulary highlight its significance; Pyles and Algae (1970) emphasize that vocabulary is central to language, serving as the building blocks for sentences and discourse Ur (1996) expands on this by noting that vocabulary encompasses not only single words but also compounds and multi-word idioms Additionally, Joklova (2009) describes vocabulary as a collection of words and their combinations within a specific language Learning vocabulary is essential for learners to acquire the necessary words for diverse applications, particularly in academic contexts (Komachali & Khodareza).
Effective vocabulary learning in the classroom requires teachers to consider students' language proficiency levels to achieve success The term "vocabulary," derived from the Latin word "vocabulum," meaning "name," has been part of the English language since the 16th century According to the Macmillan English Dictionary, vocabulary encompasses the set of words known and used by an individual.
Vocabulary encompasses all the words in a language, with various definitions provided by linguists According to Lewis (1993), vocabulary includes individual words and institutionalized phrases that carry specific social or pragmatic meanings within a community This highlights that vocabulary is essential for mastering all English language skills, both productive and receptive Ultimately, vocabulary serves as the fundamental building block of language, crucial for effective communication and comprehension.
In summary, vocabulary encompasses all the words in a language, including single words, phrases that convey a single idea, and multi-word idioms whose meanings cannot be inferred from their individual components but are understood within specific contexts or sentences.
1.1.2 The role of teaching vocabulary in teaching and learning English
Learning vocabulary, particularly common English words, is essential for developing proficiency in foreign languages D A Wilkins famously stated, "Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed," highlighting the crucial role vocabulary plays in communication Similarly, Rivers (1981) emphasized that "language is not a dry bone It is a living growing entity, clothed in the flesh of words," illustrating the dynamic nature of language and the importance of words in conveying meaning.
Vocabulary is crucial for both learning and teaching foreign languages, as a robust vocabulary enhances the acquisition of English as a foreign language (Nunan, 1991) Mastering vocabulary is a fundamental aspect of foreign language education, with the quantity of vocabulary covered being influenced by the course objectives and the time allocated for instruction.
In conclusion, vocabulary is essential for non-native speakers, especially students, as it is crucial for effective communication A broad vocabulary enables learners to understand others easily, while a limited vocabulary can hinder comprehension Therefore, acquiring a robust vocabulary is imperative for all English learners.
Vocabulary plays a crucial role in language acquisition, prompting the question of how learners can enhance their vocabulary knowledge According to Prator and Murcia (1979), expanding vocabulary is more important than mastering grammar skills, highlighting its significance in foreign language teaching methodologies However, vocabulary acquisition can be challenging, particularly at advanced levels, as it demands considerable time and effort To facilitate this process, educators are encouraged to implement diverse learning activities that foster motivation among learners.
According to Cross (1991) the procedure of teaching vocabulary can be divided into three stages:
In the presentation stage, educators should employ a variety of techniques discussed earlier, ensuring they choose the most effective methods for their teaching activities.
In the second stage of learning, teachers provide exercises that allow students to practice the concepts being taught Effective activities include completion tasks, matching exercises, and word classification, among others, to reinforce understanding and skills.
• Production: In this stage students are expected to apply the newly learnt vocabulary through the vocabulary activities or writing activities
1.2.1 Definition of Task-based language teaching method
Task-Based Learning presents a valuable alternative for language teachers and students, focusing on real-life tasks in second language acquisition In this approach, the teacher does not pre-select the language to be taught; instead, the lesson revolves around a central task, with the language learning emerging organically from the students' engagement in completing it.
Task-based learning, as described by Brown (1994), emphasizes the importance of tasks in the learning process, aligning them with curricular goals and extending beyond mere language practice Similarly, Hedge (2000) highlights that Communicative Language Teaching (CLT) engages learners in meaningful tasks set within authentic contexts that mirror real-world language use, distinguishing it from the more artificial language often encountered in classroom settings.
In the context of task-based language teaching, the term "task" diverges from its conventional interpretations, which often include role plays and grammar exercises According to Stern (1992: 195), a task is characterized by "realistic language use," emphasizing learners' engagement with a task, problem, or topic rather than focusing solely on specific language points Foster and Skehan (1996: 300) further elaborate on this definition, highlighting the importance of meaningful activities in language acquisition.
Tasks that are centered on meaning and assessed based on outcomes play a crucial role in language learning, particularly in their connection to real-world applications Despite the diverse interpretations of what constitutes a task, it is clear that these activities are essential for effective language acquisition.
The solutions
to improve students’ range of vocabulary I suppose that task-based language teaching can be an effective solution to help students improve their vocabulary range
1 Procedure for a task-based activity:
All the four phrases of this study can be visualized in the following chart:
Phase Step Method of implementation
Vocabulary Tests Semi-structure Interview Question
Step 2 Vocabulary Lessons (With Task -Based
Approach) Step 3 Post-test 1: after the lessons Step 4 Post-test 2: at the end of the course
A stage for data collection Gathering the data, analyzing data
Reflecting Data analysis Findings and discussions
2 Sample of application of task – based language teaching:
Unit 1: Family life Lesson: Getting started
A short talk about household chores division in your house
- Use lexical items related to the topic of household chores and duties
- Make a presentation about the household chores division in their house
- Enhance vocabulary ranges about the topic and use it successfully
• be responsible for household finances
Teacher: Prepare handouts, a list of vocabularies students can use to communicate
Students: Prepare pens to complete the table and be ready to make a presentation
- Introduce the task: Complete the table about the household chores division in your family then share it with your friends
Members of family Household chores
- Students complete the table in 2 or 3 minutes then compare it with their friends
- After 4 minutes, call some students to make the presentation in front of the class
- Ask other groups to give comments
- Give feedback and highlight the language that students used during the report phase for analysis
- Ask students to write a passage about their household chores division in their family at home
1 Father • being responsible for household finances
• cooking when the mother is busy
2 Mother • handling the household chores
3 You • doing the washing-up
4 Sister • taking out the rubbish
5 Brother • Laying out the table
Unit 2: Body and you Lesson: Getting started
A short talk about the importance of water to your body
- Use lexical items related to the topic body and you
- Make a presentation about the food for a healthy body
- Enhance vocabulary ranges about the topic and use it successfully
Teacher: Prepare posters for students to write the answer and a list of vocabulary students can use to communicate
Students: Prepare pens to write the answer and be ready to make the presentation
- Introduce the task: Make a list of the importance of water to your body
- Divide the class into groups of 5 to 6 to discuss and make the list
- After 4 minutes, call some students to make the presentation in front of the class
- Ask other groups to give comments
- Give feedback and highlight the language that the students used during the report phase for analysis
- Ask students to write a passage about the importance of water to your body at home
- Water carries nutrients to all cells in our body and oxygen to our brain
- Water boosts skin health and beauty
- Water helps brain function optimally
- Water helps maintain blood pressure
- Water helps with weight loss
- water might enhance performance during exercise
- Drinking water and eating foods that contain a lot of water may help prevent dehydration
Unit 3: Music Lesson: Getting started
Suggested task-based activity: Role play
- Use lexical items related to the topic Music
- Make a dialogue about an idol
- Enhance vocabulary ranges about the topic and use it successfully
Teacher: Prepare some cards with information about Justin Drew Bieber and some cues for making questions, a list of vocabularies which helps students communicate
Students: Prepare questions to ask based on the cue, be ready to take the role
- Introduce the task: Imagine that you are a journalist, make questions to ask Justin Drew Bieber about his carrier and his life
- Divide the class into groups of five to six, one takes the role of Justin Drew Bieber, the others are interviews
- Give cards containing information about Justin for students taking the role of Justin and the others for the rest
After 5 minutes, call some groups to make the interview
- Ask other groups to give comments
- Give feedback and highlight the language that students used during the report phase for analysis
• Not study at music school, just sing around the house
• First famous song: My world
• Won second place in Canada
• Exciting idol of female fans
• Award: two Grammy Awards, one Latin Grammy Award, eight Juno Awards, two Brit Awards, one Bambi Award,
Occupation Education First famous song Contest participate in
- Ask students to write about Justin Drew Bieber, using the keywords at home
• Where do you come from?
• Did you graduate from a famous music school? What is its name?
• What is your first famous song?
• Which contest did you participate in?
• Can you name some of your awards?
Unit 4: For a better community Lesson: Getting started
Suggested task-based activity: Making a plan for a better community
- Use lexical items related to the topic for a better community
- Practice a presentation about volunteer work
- Enhance vocabulary ranges about the topic and use it successfully
Teacher: Prepare handouts for students to write the answer and a list of vocabularies students can use to communicate
- Students: Prepare pens to write the answer; discuss and make a presentation
- Ask students if they would like to take part in a volunteer work
- Give the task: Work in groups of six or eight to make a plan to help your community, using the target words
- Show the handout and guide
When Where Why What to do
How do you think you will feel
- After 5 minutes, call the representatives of the groups to report their results
- Ask other groups to give comments
- Give feedback and highlight the language that students used during the report phase for analysis
- Ask students to write their plans to help the community at home
Kind of volunteer work Helping people in the mountainous area
Why • provides an opportunity to develop new skills or build on experience and knowledge
• offers the chance to give something back to the community
What to do • Donate time to teach the children to read and write
• Raise funds for disadvantaged children
How do you think you will feel happy, pride, exciting
Unit 5: Inventions Lesson: Getting started
Suggested task-based activity: Sharing your personal preference for invention
- Use lexical items related to the topic of inventions
- Practice a presentation about the invention
- Enhance vocabulary ranges about the topic and use it successfully
Teacher: Prepare handouts and a list of vocabularies students can use to communicate
- Students: Prepare pens to write the answer; discuss and make a presentation
- Ask students if they would like to receive a reward and have them ask their friends to complete the table about their preference for inventions
- Show the handout and guide
Name Invention (video game/ smartphone/ laptop/ e- book, tablet )
- Ask students to interview at least 3 - 4 friends to complete the table
- Divide the class into groups of 5- 6 students to discuss their results
- After 5 minutes, call the representatives of the groups to report their results
- Ask other groups to give comments
- Give feedback and highlight the language that students used during the report phase for analysis
- Ask students to write about their preference of invention at home, base on the keywords
(video game/ smartphone/ laptop/ e-book/ tablet )
• read about any of their subjects
• search on google using the internet from their mobile phone
• get in touch with their family and friends
3 Lan computer • access the information and store it
• provide instant processing of information
• listen to music and play games
4 Hung video game relax, exciting play games in free time
Unit 6 Gender Equality- Lesson: Getting started
A plan to help your community to improve gender equality
Your group can choose 1 plan among the following:
• Print leaflet, a poster about gender equality
• Paint a big picture on the wall of the community house
• Play a song or an audio story on the radio of the community
- Use lexical items related to the topic of gender equality
- Practice a presentation about Culture Diversity, particularly in the wedding context
- Enhance vocabulary ranges about the topic and use it successfully
Noun Verb Adjective equality x equal gender x x discrimination discriminate x enrollee enroll x x force x elimination eliminate x
Teacher: Prepare a poster of plans and a list of vocabularies students can use to communicate
Students: Prepare pens for group work; choose the plan, discuss and write down their result
To raise awareness about gender discrimination, present images that highlight its impact and engage students in a discussion about the necessity of eliminating such inequalities Encourage them to share their thoughts on why gender discrimination should be eradicated and explore actionable steps we can take to promote gender equality in our communities.
- Show the list of plans and introduce the task
- Divide the class into groups of 6- 8 students
- Ask students to choose the topic and discuss what they will do to help improve gender equality by completing the table
- Students discuss, write down their plan and discuss the result of their work
- After 5 minutes, call the representatives of the groups to report their groups' production
- Ask other groups to give comments
- Give feedback and highlight the language that the students used during the report phase for analysis
A PLAN FOR A BETTER GENDER EQUALITY
Time of implementation: From ……… to ………
What to do Deadline Purpose
Hello, we are Group 1, and today we present a plan to improve gender equality
In our community, gender discrimination still happens So we design a plan to raise people’s awareness about it
Our initiative aims to broadcast inspiring songs and audio stories on community radio, focusing on the contributions of women and mothers to foster recognition of their societal roles We will also share news and narratives highlighting children affected by gender discrimination, emphasizing the universal right to equality Additionally, we seek to raise awareness about gender inequality, encouraging community members to advocate for equal rights for all.
People, especially women and children have the right to raise their voices And we hope that our plan will help to eliminate gender inequality in the society
Unit 7: Culture Diversity Suggested task-based activity:
Give a short presentation on the differences between two pictures whose descriptions are on cultural diversity
A typical Western A typical Vietnamese wedding wedding
- Use lexical items related to the topic of Culture Diversity
- Practice a presentation about Culture Diversity, particularly in the wedding context
- Enhance vocabulary ranges about the topic and use it successfully
- Teacher: Prepare 2 pictures of a typical Western wedding and a typical Vietnamese Wedding, a list of vocabularies students can use to communicate
- Students: Prepare pens for group work; find out the similarities and the differences between two pictures using the target words
- Divide the class into groups of 5- 6 students
- Ask students to look at the two given pictures and fill in the blanks with their ideas, use these targets words
- Each group makes a comparative table in 6 minutes
- Call some representatives to present their result
- Ask other groups to give comments
- Give feedback and highlight the language that the students used during the report phase for analysis
- Ask students to make their presentations at home
• Vietnamese and Western both have engagement and wedding ceremonies in a marriage arrangement
• The groom and the bride exchange the wedding rings
• In both Vietnam and the West, guests present the newlyweds with gifts to wish them luck
• The bride wears a wedding dress
• The groom wears the vest
• The bride wears Ao Dai or wedding dress
• The groom wears Vest ( sometimes Ao dai)
The wedding ceremony is followed by the wedding reception, which includes cutting the cake, throwing the bouquet and wedding dance
A wedding encompasses a series of significant ceremonies, including the formal request for the bride's hand, the reception of the bride at her family home, and the procession of the bride to the groom's residence.
At the church At home or in restaurants
Honeymoo n couples leave for their honeymoon couples spend their honeymoon at home They visit the bride’s family the day after the wedding ceremony
Presents Guests often give gifts to the couple gifting is made in the form of money inside an envelope
Others groomsman and bridesmaid are those who are very close to the future couple
There are no groomsman and bridesmaid
Unit 8: New ways to learn
A survey to find out how students use electronic devices to learn English
This is the survey to investigate how your classmates use technological devices to study online
Please answer these questions and give your opinion on them
Your ideas and numbers will be kept confidential and used for the research purpose only
1.What do you often do with your mobile devices?
A Access the Internet to search for information
B Use for life and entertainment, such as taking photos, downloading games and programs
C Study online, take notes of the lectures and store files
2 Have you ever seen any difficulties in the way of using electronic devices for your online learning?
D Yes If yes, write your problem here:
2 From 1 to 5, please choose the point to evaluate the effectiveness of learning via electronic devices
2 – I understand parts of the lecture
3 – I understand most of the lecture
5 – I fully understand the lecture and remember all the knowledge I learnt in the lecture
3 From 1 to 4, please choose the point to answer the question:
Do you like to use electronic devices (TV, smartphones, tablets, computers, laptops, etc.) to study online?
5 What will you do to improve your online learning quality?
A I will focus more on the lecture
B I will listen, take notes and ask questions if I don’t understand
C I will not let these devices distract my online learning
Yes No Not enough info
Yes No Not enough info
- Use lexical items related to the topic New ways to learn
- Practice carrying out and presenting the result of a survey about Online Learning
- Enhance vocabulary ranges about the topic and use it successfully
• access the Internet; access the information
• write essays by typing on the keyboard
• store images, audio files and information
• look up / search for information
• access the Internet; access the information
Teacher: Prepare survey, survey result, a list of vocabularies students can use to communicate
Students: Prepare pens to write down the answer; make a report about the survey
- Divide the class into groups of five to six
- Ask them to do a survey about how their friends use electronic devices to learn
- Ask students to work in groups to discuss the result of the survey using the key vocabulary
- After 3-4 minutes, call the representatives of the groups to report their groups' production,
- Ask other groups to give comments
- Give feedback and highlight the language that the students used during the report phase for analysis
- Ask students to make a presentation about how they use electronic devices to learn English at home
Hello, we are Group 1, and today we present the result of a survey about how we take advantage of mobile devices for online learning
Our survey has 5 questions and here are the results of the questions
- With question 1, most of the people in our group choose to use the mobile phone to study online, take notes of the lectures and store files
- With question 2, some of the students do not feel any difficulties in learning online, however 1 or 2 people feel difficult to record students’ work or do online tests
- With question 3, every member of our group agree that we understand most of the lecture due to interesting lessons and the students’ activeness
Every member of our group unanimously agrees that they prefer using electronic devices such as TVs, smartphones, tablets, computers, and laptops for online studying These devices allow them to easily search for information on the Internet and download programs and software, enabling self-directed learning.
In a recent discussion, group members expressed differing opinions on the impact of devices on online learning While some believe these devices will not distract them, two students emphasized their strategy of actively listening, taking notes, and asking questions when they encounter difficulties.
Unit 9: Preserving the environment Lesson: Getting started
A short talk show on the topic: Our environment – Our future
1 What do you think is the main danger your country faces in terms of the environment?
2 What examples are there of how people damage the natural world?
3 Do you or your family take steps to help the environment?
- Use lexical items related to the topic Environment
- Practice a short talk/presentation about Environment Preservation
- Enhance vocabulary ranges about the topic and use it successfully
- Teacher: Prepare the questions, a list of vocabularies students can use to communicate
- Students: pens for group work; find out the answer to the questions, present their talk
- Divide the class into groups of five to six to discuss the answer, using the key vocabularies
- After 5 minutes, call the representatives of the groups to perform their result
- Ask other groups to give comments
- Give feedback and highlight the language that the students used during the report phase for analysis
- Ask students to write a passage about the problem of pollution and give some solution, using the target words at home
1 In my country we have flash floods and heatwaves every year so we think global warming is the biggest issue
2 Exhaust fumes from cars and lorries are definitely one reason for the problem but we also have a lot of heavy industry in some areas and this leads to an increase in exhaust emissions which contaminate the atmosphere There are factories that empty toxic waste into rivers and oceans People destroy vast areas of land and rain forests in search of fossil fuels or to increase agricultural production
3 My parents have always tried to make us aware of our impact on the environment They’re really into energy conservation and always try to buy environmentally friendly products
Unit 10: Ecotourism Lesson: Getting started
A short talk show on the topic: Pros and con of ecotourism
- Use lexical items related to the topic ecotourism
- Practice a short talk / presentation about ecotourism
- Enhance vocabulary ranges about the topic and use it successfully
- Teacher: Prepare the situation, a list of vocabulary students can use to communicate
- Students: pens for group work; find out the answer for the questions, present their talk
Ecotourism involves traveling to natural areas to observe wildlife and gain insights into the environment This form of tourism offers numerous benefits, such as promoting conservation efforts, supporting local economies, and fostering environmental awareness among travelers However, it also presents challenges, including potential habitat disruption, cultural commodification, and the risk of over-tourism in fragile ecosystems Balancing the advantages and disadvantages of ecotourism is essential for sustainable travel practices.
- Divide the task for students a half of class find the pros and the other find the con of ecotourism
- Ask students sit in groups of five to six to discuss
- After 5 minutes, call the representatives of the groups to perform their result
- Ask other groups to give comments
- Give feedback highlight the language that the students used during the report phase for analysis
- Have students write some principles of ecotourism that visitors should follow basing on the pros and con of ecotourism at home
• provide sustainable income for local communities
• allow for new experiences with the environment
• lead to conflicts within the development
• Increase the awareness of environmental problem
• explore new culture tourism sector
CONCLUSION
Results of the experiment
To assess the vocabulary skills of 10th-grade students at Quy Hop 3 High School before implementing the course, a pre-test was conducted Following the course completion, students participated in a post-test, allowing for a comparison of results to evaluate the effectiveness of the treatment applied to the participants.
Figure 1.1 illustrates the participants' scores and descriptive statistics for both the pre-test and post-test The results indicate a significant improvement in the experimental group, as evidenced by the assessments conducted Following the course, students in this group demonstrated a marked enhancement in their performance.
Figure 1.1 Classification of test results in pre-test and post-test
The statistics reveal that students' vocabulary performance was unsatisfactory, with nearly 49% scoring below fair, and only 6% achieving below-average scores Although the highest pre-test score reached 9.5, it was attained by just three students, while the group's average score was a mere 5.92 The most common scores ranged from 5.00 to 6.75, with fifty students falling within this bracket However, these data indicate significant improvement in scores following targeted interventions.
Fail Pass Fair Good Excellent
Fail Pass Fair Good Excellent
The post-test results demonstrated a significant improvement in vocabulary compared to the pre-test Following five lessons that incorporated task-based activities, students showed enhanced communicative skills by using vocabulary relevant to the topics, pronouncing words accurately, and employing clear intonation.
Applicabilities of the experiments
To enhance vocabulary and communication skills in the classroom, teachers should focus on designing engaging task-based activities and meticulously preparing lesson plans It is essential for educators to thoughtfully introduce new language items and formulate questions or activities that effectively elicit these new words from students, providing clear instructions for each task stage Incorporating a diverse range of interesting task-based activities can significantly impact students' progress and attitudes toward lessons Furthermore, frequent use of task-based activities during speaking lessons fosters interaction among students These activities should not only be limited to the "Getting Started" lesson but also integrated into Language, Reading, Speaking, Listening, and Writing lessons to promote proper vocabulary retention and usage.
This study faces several limitations, including a small sample size that does not accurately represent all students at Quy Hop 3 School, as it only surveyed two classes of grade 10 Additionally, there were constraints in data collection and analysis, preventing an in-depth exploration of issues that arose during the research process Furthermore, some students lacked awareness of the significance of task-based language teaching, leading to a lack of concentration during activities, increased noise levels in the classroom, and the use of their mother tongue.
To enhance the reliability of research findings, it is crucial to conduct longer-duration studies with larger sample sizes Additionally, expanding the study's subjects to include students in grades 11 and 12 can provide more comprehensive insights Implementing Task-Based Learning (TBL) in other skills such as listening, writing, and reading is also recommended Finally, fostering a positive and supportive environment is essential, particularly for less confident students, as it encourages creativity and risk-taking.
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PRE TEST AND POST TEST
Choose the word whose underlined part pronounced differently from that of the others by circling A, B, C, or D:
Choose the word which has a different stress pattern from that of the others
9 A importance B happiness C employment D relation 10.A interest B newspaper C apply D hopeless
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions
11 The International Organizations are going to be in a temporary way in the country
12 She was happy that she could get in touch with a lot of her old friends when she went abroad to study
A lose contact with B lose control of
C put in charge of D make room for
13 Heavy rain makes driving on the road very difficult
14 A series of programs have been broadcast to raise public awareness of healthy living
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions
15 As a sociable boy, Nam enjoys spending his free time going out with friends
16 It's not a pleasant feeling to discover you've been taken for a ride by a close friend
C given a lift D treated with sincerity
17.The government is encouraging everyone to save water by not washing their cars
19 There is a wedding _ for all the guests after the wedding ceremony
20 I see a lot of _ between Vietnamese and British cultures
21 As a country with many mysteries and legends, Vietnam has kept various
22 Professor Berg was very interested in the diversity of cultures all over the world
23 The _growth rate of Vietnam reached about 8.0% in 2007
24 Environmental _ is a serious problem facing mankind today
25 She purchased a number of shares in the company a invested b sold c exchanged d bought
26 In Yemen, women have less to property ownership, credit, training and employment
27 Women are more likely to be victims of violence
28 She is interested in teaching because she loves working with children a semester b communication c work d profession
29 Let me give you a little about the president of the company a specialization b concentration c background d degree
30 There is no explanation for what happened a scientist b scientific c scientifically d since
Choose the words or phrases that best complete this passage
Conservation involves the responsible management and preservation of natural resources to ensure their continued availability and enjoyment Historically, many believed that the Earth's resources were infinite; however, we now recognize the importance of sustainable practices A key aspect of conservation is the reduction of waste, including the loss of forests, soil, wildlife, minerals, and human lives Additionally, combating pollution, particularly the contamination of air and water, is crucial Conservation efforts also focus on reclaiming land by restoring deserts, draining swamps, and managing coastal areas.
Post-Test ( Time: 45 minutes) Pick out the word whose underlined part is pronounced differently
Choose the word whose stress is placed differently from that of the others
Choose the best answer among A, B, C or D that best completes each sentence
11 Since the appearance of electronic devices, lessons have become more and more _ and effective
12 The phrase “ natives” refers to people who are familiar with computers and the Internet from an early age
13 Burning garbage _ dangerous gases to the environment, and this may lead to global warming
14 Intensive pesticide and fertilizer sprays used in agriculture have resulted in the serious of water, soil and land
15 A man who is getting married or about to get married is a
A bride B bridegroom C bridesmaid D best man
16 A is a ceremony at which two people are married to each other
17 The bride may have one or more who keep the bride calm, help her get ready and look after her dress
A bridegroom B bridesmaids C best men D fiancé
18 Digital lessons are available in a variety of webpages and they can be freely
and stored in your computers
19 Personal electronic devices which students from their class work are banned in most schools
20 Thanks to the Internet, students can look _new words in online dictionaries
21 The _ rate of students in high schools is said to increases sharply this year
22 We must solve the problem of air poluttion immediately for the _ of the people living in this place
23 Now, if you’d all please raise your glasses, I’d like to make a to the bride and groom
Mark the letter A, B, C, or D to indicate the words/phrases that are CLOSEST in meaning to the underlined words/phrases
24 “Edwards seems like a dog with two tails this morning” “Haven’t you heard the news? His wife gave birth to a baby boy early this morning.”
25 Discharging chemical pollutants into the environment is a cruel action to the environment as well as the future generation
26 The area is roped off because the water is seriously polluted
27 There are many TV commercials which distracting viewers from watching their favorite films
Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions
28 As a sociable boy, Nam enjoys spending his free time going out with friends
29 It's not a pleasant feeling to discover you've been taken for a ride by a close friend
C given a lift D treated with sincerity
30 The new laws to conserve wildlife in the area will come into force next month
31 The farmers removed some underdeveloped trees to improve the growth of rest
A eliminated B fertilized C planted D transferred Fill in each blank in the passage with the correct word from the list services growth result increase potential opportunities care progress policies concerns
A lot of (32) with women’s rights has been made in Korea, but there are still some misunderstandings and prejudices that are blocking gender equality
A common misconception is that women's advancement in society comes at the expense of men However, this is not true; promoting gender equality benefits everyone It enables women, who represent half of the global population, to reach their full potential.
.Men and women should develop together, and this would help overcome the low (35) and secure sustainable development
A common misconception is that childcare and housework are solely women's responsibilities, leading to the belief that work-life balance challenges primarily affect women Historically, this has been accurate, with women managing domestic duties and childcare while men provided financial support for the family.
The Korean government is implementing various initiatives to promote work-life balance, such as increasing the number of daycare centers and establishing a childcare leave system However, a common misconception persists that utilizing these resources creates challenges for employers and colleagues.
QUESTIONNAIRE
I am Dung, conducting research on the Task-Based Approach in Tiếng Anh 10 This questionnaire aims to explore your attitudes towards the Task-Based Approach after several weeks of implementation, focusing on its impact on your learning skills and vocabulary development Please take a moment to complete the questionnaire, as your honest feedback is invaluable to my research Rest assured, all responses will remain confidential, and there are no right or wrong answers.
4 Beginning to study with the new text book series:
5 Ready for the interview after the questionnaire:
Part 1: Please indicate your attitude toward Task-Based Approach in
“Tiếng Anh 10 – tập 1, 2” by ticking the appropriate column
No Items Strongly Disagree Neutral Agree Strongly
1.1 I am interested in working on tasks in a group
1.2 I am interested in the topics of tasks
1.3 I am interested in performing a task in a real-life situation
1.4 I am interested in showing my tasks in front of the class and receive feedback from teacher and other students
1.5 Task activities are important in this curriculum
Part 2: Please indicate your evaluation of the benefits of TBLT in “Tiếng Anh 10 – tập 1, 2” by ticking the appropriate column
My vocabulary range is getting better I can
2.1 remember more words after doing tasks
I can make simple sentences and
2.2 communicate with friends using targeted words
I produce more accurate words in the context and
2.3 can use the words in the unit to express my opinion
I can recall known words, learn more new
2.4 words and use them more appropriately
Approach helps me enhance my other English
Skills (reading, listening , and writing).