Skkn cấp tỉnh some techniques to teach communication and culture clil to stimulate and enhance intercultural and local cultural knowledge, since then develop life skills for students and preserve vietnamese culture in english 10 (gl

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE Some techniques to teach "Communication and Culture/CLIL" to stimulate and enhance intercultural and local cultural kno

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

EXPERIENCE INITIATIVE Some techniques to teach "Communication and Culture/CLIL" to stimulate and enhance intercultural and local cultural knowledge, since then develop life skills for students and preserve Vietnamese culture

in English 10 (Global Success)

School Year: 2023 - 2024

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN DUC MAU HIGH SCHOOL

EXPERIENCE INITIATIVE Some techniques to teach "Communication and Culture/CLIL" to stimulate and enhance intercultural and local cultural knowledge, since then develop life skills for students and preserve Vietnamese culture

in English 10 (Global Success)

Subject: English Group: English Teachers: Lê Thị Diệu

Nguyễn Thị Ngọc

School Year: 2023 - 2024

TABLE OF CONTENTS

1.7 Feasibility and applicability of the research 5 1.8 The reality of the research & survey conducted to know the reality 6

2.5 The survey to evaluate the necessity and feasibility of the research 30

PART I: INTRODUCTION

1.1 Reasons for choosing the research

When we choose the topic "Some techniques to teach 'Communication and CLIL (Communication and Content and Language Integrated Learning), we want

to stimulate and enhance intercultural and local cultural knowledge with a view to helping students to develop life skills and preserve Vietnamese culture We want students to know that it is necessary for them to integrate into the world in the age

of globalisation, but they have to inherit the good values of our nation and know how to preserve the cultural values, keep their cultural identity The research offers numerous reasons, each interconnected and built upon the other

First and foremost, the integration of communication techniques and CLIL within the English curriculum is essential for preserving and promoting Vietnamese culture Importantly, this approach enables students to connect with their cultural roots through language learning Students learn about other cultures

in the world and by creating Vietnamese cultural elements into English lessons, the learning experience becomes not just about mastering a language, but also about embracing and sustaining their national heritage, cultural identity, and cultural customs and practices

Second, the globalized nature of today's society necessitates intercultural awareness, an aspect that this topic addresses effectively Through the study of English using CLIL and communication methods, students are exposed to a variety

of cultures Consequently, they develop a broader understanding of the world, boosting sympathy and respect for different perspectives and ways of life

Third, the CLIL method, which involves teaching subjects through a foreign language, enhances both language proficiency and content knowledge This approach, therefore, ensures that students are not only learning English but are also gaining academic knowledge through it As a result, their educational experience becomes more comprehensive and enriching

Moreover, emphasizing communication in language teaching is instrumental

in developing key life skills Effective communication abilities are crucial in various aspects of life, from personal interactions to professional environments Thus, equipping students with these skills prepares them for a variety of challenges and opportunities in the near future

In addition, these teaching methods encourage active learning and get students engaged in the learning activities When students find the content relatable, especially to their cultural background, their motivation and involvement

in the learning process increase significantly This engagement is crucial for effective learning and retention of knowledge

Furthermore, in an ever-evolving world, the adaptability and future

readiness of students are essential By incorporating contemporary teaching techniques like CLIL and communication-focused strategies, the education system prepares students for future challenges, making them more adaptable and versatile And this is one of the best advantages that the English 10- Global Success brings not only to students but also to teachers

Last but not least, this approach aligns with Vietnam's national educational goals-2018, which aim to produce well-rounded individuals proficient in languages and aware of their cultural roots This alignment underscores the importance and relevance of this topic in the context of Vietnam's educational landscape

In summary, the choice of this topic for study is grounded in its potential to blend language learning with cultural awareness, life skills development, and student engagement, all while aligning with national educational objectives It presents a holistic approach to language education that is both culturally sensitive and academically robust, making it an ideal area for in-depth exploration and implementation

1.2 The scopes and objectives of the research

For the research conducted during the 2023-2024 school year at Nguyen Duc Mau High School, focusing on 10th graders, the scopes and objectives focus

on this specific educational setting and student group This targeted approach ensures that the research is relevant and applicable to the chosen context

1.2.1 Scopes of the research:

 Target group: the research specifically targets 10th-grade students at Nguyen Duc Mau high school, providing a focused demographic for studying the impact of the proposed teaching methods

 Time frame: the study is confined to the 2023-2024 academic year, allowing for a concentrated period of observation, implementation, and evaluation

1.2.2 Objectives of the Research:

 Enhance english language skills: to improve the english language skills of 10th graders at Nguyen Duc Mau high school, with a focus on both communicative competencies and academic language proficiency

 Foster cultural awareness and preservation: to integrate Vietnamese cultural knowledge into the English language curriculum and boost an appreciation for local and global cultures among the students

 Prepare students for future challenges: to ensure that students are prepared for future academic and life challenges, particularly those requiring language proficiency and cultural adaptability

By focusing on these scopes and objectives, the research aims to create a comprehensive understanding of how communication and CLIL methodologies

can be effectively implemented in a high school setting to enhance language skills, cultural awareness, and intercultural competence This targeted approach ensures that the findings and recommendations are directly applicable to the students and educational context of Nguyen Duc Mau High School

1.3 The object of the research: We focus on the 10 grade students in our school to know more about the ways of approaching lesson “ Communication and Clil” to stimulate and enhance intercultural and local cultural knowledge, develop communication skill, since then develop life skills for students and preserve Vietnamese culture We also focus on the teachers in our school and others in Quynh Luu district to know whether they approach the way of their teaching or not: Cultural integration, Clil approach, Active and student-centred learning, real materials and technology with two main objects: Communication and Clil

1.4 Theoretical basis

The theoretical basis of the Experience Initiative, focusing on teaching

"communication and culture/Content and Language Integrated Learning (CLIL)" within the English 10 (Global Success) curriculum, is grounded in several educational theories and practices aimed at enhancing both intercultural and local cultural knowledge This approach not only facilitates the development of life skills among students but also aims at preserving Vietnamese culture through the medium of English The initiative draws upon a diverse range of pedagogical strategies and theories, each contributing to its overarching goals Especially in the age of globalisation, it is necessay to educate students know more about their cultural identity, develop good values that our ancestors and precedings have left

with a good merit: Integrate into the world without mixing into it

Integrating these theoretical frameworks into the English 10 curriculum underlines the importance of a holistic educational approach that values the interplay between language, culture, and identity The Experience Initiative aims to leverage these theories to create a learning environment where Vietnamese students can develop their intercultural communicative competencies while also deepening their appreciation and understanding of their own cultural heritage

1.5 Organization of the research

Organizing the research on "Some Techniques to Teach 'Communication and CLIL' to 10th Graders at Nguyen Duc Mau High School During the 2023-

2024 School Year" involves structuring the study in a manner that allows for a systematic exploration of the topic A well-organized research design will ensure comprehensive coverage of the subject matter and facilitate a clear understanding

of the outcomes The organization can be structured as follows:

1.5.1 Introduction:

 Background: introduce the context of English language teaching at Nguyen Duc Mau high school, emphasizing the need for innovative approaches like clil and

 Impact on language proficiency and cultural awareness: analyze the impact

of these methods on students' language skills and cultural understanding

 Feedback from participants: include feedback from students and teachers on the new teaching approaches.( we do survey to know more about new teaching approaches)

1.5.5 Conclusion and suggestions

 Summary of findings: summarize the key findings and their significance for english language education

 Suggestions: provide recommendations for future implementation of clil and communication techniques in English teaching for teachers and students

 Future research: suggest areas for further research based on the findings

1.5.6 References: include all the sources referenced in the research

This structure ensures a comprehensive approach, addressing the key aspects

of the research topic systematically, and providing a clear roadmap for the study

1.6 The new factors of the research

The study on "Some Techniques to Teach 'Communication and CLIL (Content and Language Integrated Learning)' to Stimulate and Enhance Intercultural and Local Cultural Knowledge" introduces several new factors in teaching methods, particularly in the context of English language education These innovative aspects focus on enhancing both language proficiency and cultural awareness, which are crucial in the modern, globalized educational landscape

* Cultural integration: unlike conventional language teaching that might

use culture as a mere backdrop, this study emphasizes the integration of local vietnamese culture directly into the english language curriculum This approach is innovative as it actively uses cultural elements to teach language skills, thereby preserving and promoting local culture while teaching english

* CLIL approach: the content and language integrated learning (CLIL)

method is a progressive approach where students learn a subject and a second language simultaneously This dual-focus teaching method is relatively new in many educational systems and represents a shift from traditional language teaching methods that often separate language learning from content learning

* Active and student-centered learning: traditional teaching methods often

follow a teacher-centered approach The new methods proposed in this study advocate for active, student-centered learning, where students engage directly with the material, participate in discussions, and are encouraged to think critically and creatively

* Use of authentic materials: the study suggests using authentic materials

that reflect real-life situations and cultural contexts This is a shift from centric learning to a more immersive and realistic approach, which can enhance both language acquisition and cultural understanding

textbook-Technology integration: incorporating modern technology in teaching

English and cultural content is another new factor This includes using digital tools, multimedia resources, and online platforms to make learning more engaging and interactive

These new factors collectively contribute to a more dynamic, culturally enriched, and effective language learning experience They represent a shift towards more integrated, practical, and culturally sensitive methods in teaching English, particularly in the context of preserving and promoting Vietnamese culture

1.7 Feasibility and applicability of the research

The feasibility of the study on implementing 'Communication and CLIL' techniques in English teaching for 10th graders at Nguyen Duc Mau High School

is strongly supported by several factors Firstly, the school possesses a robust infrastructure and educational resources necessary for implementing innovative teaching methodologies Additionally, the availability of trained faculty members familiar with CLIL and communication strategies ensures that the transition to these new methods can be smoothly facilitated The school's commitment to educational excellence and adaptability to contemporary teaching practices further underscores the feasibility of this research Furthermore, the one-year timeframe for the 2023-2024 academic year provides an adequate period for implementing the teaching methods, conducting the study, and evaluating the outcomes This timeframe aligns well with the academic structure, allowing for a comprehensive assessment of the teaching methods’ effectiveness within a standard school year Moreover, the enthusiastic participation and adaptability of the 10th-grade students, coupled with supportive school administration and parents, create an ideal environment for the successful execution of this research

Regarding the applicability of the study, the outcomes promise significant benefits that align closely with the educational goals of Nguyen Duc Mau High School and broader curriculum standards The integration of CLIL and communication methods is anticipated to enhance not only the English language proficiency of the students but also their cultural awareness and intercultural competence Such skills are increasingly vital in the globalized world and align with the school’s objective of preparing students for diverse future challenges Moreover, the teaching approaches being investigated are designed to be adaptable and scalable, offering potential for broader application beyond the initial study group This feature ensures that successful strategies can be implemented in other classes or schools, thus amplifying the impact of the research findings The insights gained from this study are also expected to inform future teacher training and curriculum development, further confirming the applicability and long-term sustainability of the research outcomes in the educational landscape Overall, the study at Nguyen Duc Mau High School stands as a promising venture, with its findings having the potential to significantly contribute to the evolution of English language teaching methods

1.8 Survey current situation of the research problem

The challenges exist within the practical situation at Nguyen Duc Mau High School that may pose challenges to the study's implementation One such challenge

is varying levels of language proficiency among students Students with lower English proficiency may find it particularly challenging to engage fully with the content, especially when complex cultural concepts are introduced Moreover, the integration of culture into language teaching requires a significant amount of additional preparation on the part of teachers There exists the risk of cultural

oversimplification or stereotyping When attempting to teach about cultures, especially within the constraints of a language class, there is a danger of presenting cultures in a reductive or stereotypical manner Furthermore, resources and support for CLIL can vary widely, potentially limiting its effectiveness Therefore, we have carried out a survey (by teachers and students in my school) to know more the reality of our research

The aim of the survey: To investigate the reality of the reseach by asking teachers and students about the teaching and learning of Communication and Culture/ CLIL From the results of the survey, we know the reality of teaching

and learning and we will work out some solutions to deal with the challenges that

teachers and students face up to when teaching and learning

Object-oriented survey: 10 teachers teaching English at Nguyen Duc Mau

High School and 142 students( class 10A5, 10A1, 10 A8) at Nguyen Duc Mau High School

Method: The survey has been carried out directly with hand-outs and with the help of GOOGLE FORM Based on GOOGLE FORM, we get the results

Contents: The survey focuses on two main issues:

1 How do you currently prefer to engage students with and learn about the intercultural and local cultural knowledge?( Feedback from teachers)

2 How confident are the students when they learn Communication and Clil to develop life skills and preserve their cultural identitites? ( Feedback from students)

Link to investigate the reality of the reseach:

https://forms.gle/jn5x9Th5EUY9yt176

Question on Current Learning Preferences:

How do you currently prefer to engage students with and learn about the intercultural and local cultural knowledge?

4 Role-Playing and Simulations and Reflection and Journaling 25%

This question aims to gather insights into students' preferred learning styles, helping to tailor the study's implementation to better match their preferences

Question on life Skills and the need to preserve cultural identities Assessment:

Self-How confident are the students when they develop life skills and preserve their cultural identitites?

The method used for the survey is by question; with a scale of 05 levels

Levels

confident are the students

when they develop life

skills and preserve their

cultural identitites?

Not Confident

Less Confident

Neutral

Confident

Very confident

71/142 44/142

15/142 9/142 3/142

This question is designed to assess students' self-perceived intercultural knowledge and local cutural one, providing a baseline for evaluating the impact of the study on their life skills

These percentages represent the distribution of student responses across the confidence levels The majority of respondents (50%) expressed being "not

Confident at all" in their life skills An additional 31% indicated feeling "Not Confident." A smaller portion of respondents (10%) maintained a "Neutral" , and 6,3 % reported “ Confident” and only 2,7% reported being "Very Confident."

This self-assessment provides a baseline understanding of students' perceptions of their life skills The high percentage of students expressing their lack of confidence suggests a generally negative outlook on their intercultural knowledge and local cutural one because the ways they approach the

“Communication and culture” are not good enough This data serves as a valuable starting point for the study, offering insights into the students' perceived strengths and potential areas for improvement As the study is implemented, changes in these self-perceived confidence levels can be used to assess the impact of the strategies on stimulating and enhancing intercultural and local cultural knowledge, since then develop life skills for students and preserve Vietnamese culture in English 10

From the results of the survey, we see that it is urgent to apply some useful techniques in teaching and learning “ Communication and Culture” We do

reseach on " Some techniques to teach "Communication and Culture/CLIL"

to stimulate and enhance intercultural and local cultural knowledge, since then develop life skills for students and preserve Vietnamese culture in English 10 ( Global Success) with a view to helping teachers have some effective

techniques in their teaching journey, since then stimulating students to engage in learning activities and help students become more confident about their language skills, cultural kowledge and life skills

PART II: CONTENT OF THE RESEARCH 2.1 Theoretical basis

The theoretical basis of the Experience Initiative, focusing on teaching

"communication and culture/Content and Language Integrated Learning (CLIL)" within the English 10 (Global Success) curriculum, is grounded in several educational theories and practices aimed at enhancing both intercultural and local cultural knowledge This approach not only facilitates the development of life skills among students but also aims at preserving Vietnamese culture through the medium of English The initiative draws upon a diverse range of pedagogical strategies and theories, each contributing to its overarching goals

Sociocultural Theory, as proposed by Vygotsky, emphasizes the importance

of social interactions and cultural tools in the process of learning and cognitive development (Vygotsky, 1978) In the context of CLIL, this theory supports the use of cultural content as a means to engage students in meaningful learning experiences, where language and culture are intertwined The sociocultural framework suggests that learning a language within the context of its cultural norms and values can significantly enhance the learning process, making it more relevant and engaging for students (Lantolf & Thorne, 2006)

Constructivist Learning Theory posits that learners construct knowledge through their experiences rather than passively receiving information (Piaget, 1954) Applying this theory to the teaching of communication and culture, the CLIL approach encourages students to actively engage with cultural materials, thereby constructing their understanding of both the language and the cultural contexts it represents This active engagement helps in developing critical thinking and reflective skills, essential for navigating the complexities of intercultural communication (Finkbeiner & Lazar, 2007)

The concept of Intercultural Communicative Competence (ICC), developed

by Byram (1997), outlines the essential skills, attitudes, and knowledge needed to communicate effectively and appropriately in intercultural situations Teaching strategies that foster ICC in students are central to the CLIL approach, as they enable learners to understand, respect, and appreciate cultural diversity Byram's model advocates for an educational process that goes beyond linguistic proficiency, incorporating cultural awareness and sensitivity into the curriculum (Byram, 1997)

Critical Pedagogy, as discussed by Freire (1970), encourages learners to question and critically examine societal norms and practices, including those related to culture In the CLIL classroom, this means engaging students in discussions and reflections on cultural content, promoting a deeper understanding

of cultural identities, including their own This approach is particularly relevant in preserving Vietnamese culture, as it encourages students to critically engage with

and reflect upon cultural practices and their representation in language education (Freire, 1970)

Integrating these theoretical frameworks into the English 10 curriculum underlines the importance of a holistic educational approach that values the interplay between language, culture, and identity The Experience Initiative aims to leverage these theories to create a learning environment where Vietnamese students can develop their intercultural communicative competencies while also deepening their appreciation and understanding of their own cultural heritage

2.2 Practical situation of the study

+ In regarding to advantages

Teaching English at Nguyen Duc Mau High School presents several advantages that significantly contribute to the effectiveness of the educational process, particularly when integrating the "communication and culture/Content and Language Integrated Learning (CLIL)" approach These advantages create a conducive learning environment that not only facilitates language acquisition but also promotes a deeper understanding of cultural contexts, both global and local

To begin with, Nguyen Duc Mau High School boasts a diverse student body, which itself serves as a rich resource for cultural learning and exchange This diversity provides a natural platform for the implementation of CLIL, enabling students to share their cultural backgrounds and experiences as part of the learning process Such an environment fosters intercultural understanding and empathy among students, making lessons more engaging and relevant

Moreover, the school is well-equipped with modern technological resources, including smartboards, language labs, and high-speed internet access This technological infrastructure allows for the incorporation of a wide range of multimedia and online resources into the curriculum, enhancing the teaching and learning of English and cultural content It enables teachers to use authentic materials from various English-speaking cultures, making lessons more dynamic and interactive

In addition, Nguyen Duc Mau High School employs a team of highly qualified and experienced English teachers, many of whom have international experience or have received specialized training in CLIL and intercultural communication Their expertise allows for the effective design and implementation

of a curriculum that is both linguistically challenging and culturally enriching The teachers' diverse backgrounds and experiences also add an extra layer of depth to the cultural content taught, providing students with a wide range of perspectives

Last but not least, the school's administration is supportive of innovative teaching approaches, including CLIL, and provides teachers with the flexibility to adapt the curriculum to incorporate cultural learning objectives This support encourages teachers to experiment with new teaching methodologies and

resources, tailoring lessons to the interests and needs of their students The flexible curriculum structure also allows for the integration of special projects and activities focused on cultural exchange and exploration, further enhancing students' learning experiences

These advantages collectively create an optimal setting for implementing the CLIL approach in teaching English at Nguyen Duc MauHigh School By leveraging these strengths, the school can offer a comprehensive education that not only improves students' English proficiency but also broadens their cultural horizons and prepares them for global citizenship

+ In regarding to disadvantages

Despite the numerous advantages associated with the implementation of the

"communication and culture/Content and Language Integrated Learning (CLIL)" approach at Nguyen Duc Mau High School, there are also certain disadvantages that need to be acknowledged and addressed These challenges, if not carefully managed, can potentially hinder the effectiveness of the teaching and learning process

First and foremost, one of the primary concerns relates to the varying levels

of language proficiency among students In a classroom where the CLIL approach

is employed, students with lower English proficiency may find it particularly challenging to engage fully with the content, especially when complex cultural concepts are introduced This discrepancy in language skills can lead to frustration and disengagement among less proficient learners, who might struggle to keep pace with their peers

Second, the integration of culture into language teaching requires a significant amount of additional preparation on the part of teachers Developing materials that accurately represent and respect diverse cultures, while also aligning with language learning objectives, is a time-consuming task Consequently, teachers may face an increased workload, which could impact the quality of instruction if not adequately supported

In addition, there exists the risk of cultural oversimplification or stereotyping When attempting to teach about cultures, especially within the constraints of a language class, there is a danger of presenting cultures in a reductive or stereotypical manner This not only misrepresents the complexity and diversity of cultures but also runs the risk of perpetuating misconceptions among students

Furthermore, the focus on culture and language integration may inadvertently lead to the neglect of other crucial language skills For instance, the emphasis on cultural content could overshadow the development of grammar, vocabulary, and pronunciation Balancing the acquisition of language skills with cultural knowledge is essential to ensure a well-rounded language education

Last but not least, resources and support for CLIL can vary widely, potentially limiting its effectiveness While Nguyen Duc Mau High School benefits from technological resources and a supportive administration, this might not be the case in all educational contexts Schools with limited access to resources or those lacking in institutional support may find it challenging to implement the CLIL approach effectively

Despite these disadvantages, with careful planning, ongoing teacher training, and strategies to support all learners, the challenges associated with the CLIL approach can be mitigated It remains crucial to strike a balance between language proficiency, cultural understanding, and the practicalities of classroom instruction

to ensure that the benefits of CLIL can be fully realized

2.3 The solutions

2.3.1 Integrate authentic materials:

The integration of authentic materials into the English curriculum at Nguyen Duc Mau High School serves as a pivotal solution for enhancing both the linguistic and cultural dimensions of the learning experience Authentic materials, such as articles, videos, literature, and other media that showcase Vietnamese culture alongside global perspectives, offer a rich tapestry of content that can deeply engage students in the learning process Utilizing these materials can provide a more nuanced and comprehensive understanding of cultures, significantly benefiting the teaching and learning of English in a multicultural and global context

By incorporating materials that represent the diverse aspects of Vietnamese life-including its history, traditions, and contemporary issues—students can develop a more profound appreciation and understanding of their own culture This approach encourages students to explore the multifaceted nature of Vietnamese society, from its historical roots to its modern-day challenges and achievements It also helps students to see their culture through a global lens, understanding how it interacts with and is perceived by the wider world

In addition to materials focused on Vietnamese culture, including content from various cultures around the world is equally important This not only exposes students to a broad range of cultural contexts but also fosters global awareness and intercultural competence Videos, articles, and literature from different countries can stimulate discussion and reflection on global issues, cultural norms, and values, encouraging students to draw comparisons and contrasts with their own culture

The selection of authentic materials should be undertaken with care to ensure they are appropriate for the students' age and language proficiency levels Materials should be engaging, relevant, and challenging enough to stimulate intellectual curiosity without overwhelming students Teachers can curate a

collection of resources that are regularly updated to reflect current events and cultural trends, keeping the content fresh and engaging

To effectively integrate these materials into the curriculum, teachers can design activities and projects that encourage critical engagement with the content This could include discussions, presentations, research projects, and creative writing assignments that allow students to explore cultural themes in depth Such activities not only enhance language skills but also develop critical thinking, empathy, and a deeper understanding of both local and global cultures

Technology plays a crucial role in accessing and integrating authentic materials into the classroom Digital platforms and online resources can provide a wealth of materials that can be easily incorporated into lessons Teachers can use these technologies to create interactive and multimedia-rich lessons that appeal to different learning styles, further enriching the students' educational experience

For example: Unit 1: Family life

For teaching the "Culture and Communication" unit, specifically focusing on the topic of "Culture" in lesson 1 from page 16 of the English 10 Global Success textbook, an effective solution involves the use of authentic materials such as videos to complement the reading text This approach can enhance students' understanding of British family values in the 21st century by providing them with

a richer, more nuanced perspective Here's how such a solution could be applied:

Step 1 Pre-Reading Activity: Before diving into the text, introduce the

topic with a short, authentic video that depicts daily life in a contemporary British family This video should ideally showcase interactions that reflect family values, such as spending quality time together, communication, respect, support, and adaptability The purpose of this video is to engage students' interest and provide them with a visual context before they encounter the textual information

https://www.youtube.com/watch?v=lDZA54Bi8sg

Step 2 Guided Reading: After watching the video, students read the text

from the textbook, which discusses the five family values of British people in the 21st century Teachers should guide this reading process, helping students to connect the information in the text with what they observed in the video This linkage between textual and visual content can aid comprehension and retention of the family values discussed

Step 3 Listing Activity: Following the guided reading, students are asked

to list the five family values mentioned in the text in a table provided This activity not only reinforces their understanding but also encourages them to organize the information systematically

Step 4 Comparative Discussion: After listing the family values, engage

the class in a discussion comparing the values observed in the video with those mentioned in the text This discussion can further deepen students' understanding

by allowing them to articulate their observations and reflections It also provides an opportunity to explore any discrepancies or additional insights gained from the video that might not have been explicitly mentioned in the text

Step 5 Extension Activity: For an extension activity, students could be

tasked with finding or creating short presentations on how these British family values compare or contrast with Vietnamese family values This could involve additional research or drawing from their own experiences and observations Such

an activity not only reinforces the lesson's content but also encourages critical thinking and intercultural understanding

Step 6 Reflection: Finally, ask students to reflect on the importance of

family values in their own lives and how understanding family values from different cultures can enhance mutual respect and intercultural communication skills This reflection can be conducted as a written assignment or a class discussion

By incorporating authentic materials like videos into the lesson on British family values, teachers can create a more engaging and effective learning experience This approach not only aids in the comprehension of the textual content but also enriches students' understanding of the topic through visual and practical examples

2.3.2 Cultural exchange activities:

Cultural exchange activities are essential in fostering a deeper understanding of global perspectives and enhancing intercultural communication skills among students

By arranging virtual or in-person cultural exchange sessions with students from other countries, Nguyen Duc Mau High School can provide its students with invaluable opportunities to engage directly with peers from diverse backgrounds These exchanges can take various forms, such as video conferences, pen pal programs, or collaborative projects, each offering unique benefits and learning experiences

Virtual or In-Person Exchange Sessions: In today's digital age, technology provides an accessible and effective platform for conducting virtual cultural exchange sessions Video conferencing tools can connect students with their counterparts across the globe in real-time, allowing for interactive discussions, presentations, and shared activities These sessions can be organized around specific themes or topics, such as family values, festivals, daily life, or environmental issues, providing a structured yet flexible framework for exchange

Here are some pictures about cultural exchange activites

Pen Pal Programs: Establishing a pen pal program can be a more asynchronous yet equally enriching way to facilitate cultural exchange This could involve students exchanging letters or emails with peers from another country, sharing insights about their lives, cultures, and societies Such a program not only improves language skills but also fosters a personal connection between students, encouraging a deeper interest in and understanding of another culture

Collaborative Projects: Engaging students in collaborative projects with peers from other countries can be a highly effective method of cultural exchange These projects can be based on common curriculum topics, allowing students to explore subjects from different cultural perspectives Projects can be presented in various formats, such as joint research papers, multimedia presentations, or art projects, and culminate in a shared presentation session where students discuss their findings and experiences

For example, unit 2: Communication and culture lesson

Integrating the pen pal writing technique into Unit 2, Task 2 of the English

10 Global Success textbook offers a creative and meaningful way to enhance students' learning experience, especially when discussing environmental issues like reducing one's carbon footprint This technique not only encourages language practice but also fosters a global dialogue on sustainability Here's how it could be implemented:

Step 1: Introduction to Pen Pal writing

Introduce the concept of pen pal writing to the students, explaining its purpose and the value of sharing ideas with students from another culture Highlight the focus of their correspondence: discussing personal actions to reduce carbon footprints Ensure students understand the importance of respectful and thoughtful communication, especially when discussing global issues

Step 2: Initial Pen Pal letter

Students start by writing an initial letter to their pen pal In this letter, they could introduce themselves, mention a few interests, and then delve into the main topic: what they understand by "carbon footprint" and why it's important to reduce

it They could share personal actions they are already taking or plan to take to minimize their environmental impact

Step 3: Discussion and research

Before responding to their pen pals, students work in pairs or small groups

to discuss the task ("Discuss things you can do to reduce your carbon footprint") Encourage them to research and brainstorm a variety of strategies that individuals can adopt to live more sustainably This step enriches their letters with informed suggestions and ideas, making the exchange more valuable