Skkn cấp tỉnh utilizing chunking technique to enhance 10th graders’ vocabulary retention

For the above reasons, I decided to choose the topic: “Utilizing chunking technique to enhance 10th graders’ vocabulary retention” to help students grade 10 improve their vocabulary ret

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SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

EXPERIENCE IDEA

Topic:

UTILIZING CHUNKING TECHNIQUE TO ENHANCE

Scope: Theory and Methods of Teaching English

Nghe An, April, 2024

UTILIZING CHUNKING TECHNIQUE TO ENHANCE

Scope: Theory and Methods of Teaching English

Teacher: Nguyen Thi Mai Lien

School: Dien Chau 4 High School Phone: 0977.423.259

Nghe An, April, 2024

LIST OF TABLES AND FIGURES

Table 3.1 Analysis the feasibility of the study 46 Table 3.2 The statistics of the four classes 47

LIST OF SYMBOLS, ABBREVIATIONS

First language Second language

PART I INTRODUCTION

1 Rationale for the study

The importance of English and vocabulary in teaching and learning English at high

school English plays an important role in teaching and learning language at high

school We all know that today, learning English is extremely necessary for students English is the language which is capable of connecting the whole world together The fact that many students are good at grammartical points but their English communication ability is still weak, so they have to give up their dream because of their lack of English skill Vocabulary is the key to master other skills in a language Learning vocabulary will help students improve their English skills by using vocabulary on a daily basic Students of all levels gain a lot of benefit immensely from learning vocabulary as without it, students can never be fluent in English Vocabulary is considered as a crucial building block in learning language acquisition process and can greatly improve your success in mastering other skills

Another reason for choosing the topic is because of the necessary of memorizing vocabulary by using technique in learning a language Due to the requirement in high school program, English is one of the compulsory subjects and a graduation exam subject at high school Also, English in the general education program, is built as a subject with the direction of communication So it is necessary for students to learn English at school to get knowledge and skills by frequent practice Learning and practising in a positive and favorable language environment will help students have good attitide to study and apply the knowledge they have learned to communicate better

Utilizing technique to help students grade 10 memorize vocabulary and vocabulary

exercises to apply into other skills From my educational experience in teaching English

at high school, I have noticed that most high school students find it difficult to memorize vocabulary and have no interest in learning How to make students keen on learning English and improve vocabulary? How to make English lessons become more interesting to attract students focus on the lesson? What should be done to complete the goal of the foreign language teaching process as helping students grade 10 to enhance their vocabulary retention in English as a compulsory subject at school is one of my concern The first and foremost vital role is support 10 graders with a wide range of vocabularies to gain good results is necessary Those are my concerns in teaching English as a second language at high school, I always wonder how to find an effective method to support my students in learning English It is the reason why I find chunking

is a useful method

For the above reasons, I decided to choose the topic: “Utilizing chunking technique to enhance 10th graders’ vocabulary retention” to help students grade 10 improve their

vocabulary retention

2 Research purpose

Purpose of the study is to design vocabulary exercises for 10th graders in the textbook

“Tiếng Anh 10” (Global Success) bases on chunking technique to help learners have more opportunities to practise during their learning English at school Also, the exercises will support 10 graders memorize vocabulary in the tests to get better results

3 Subjects and objects of research

3.1 Research subjects

- Vocablary retention for 10 graders

- The process of using chunking technique to help student memorize vocabulary

5 Scope of research

The topic only focus on utilizing chunking techique to design vocabulary exericises in accordance with vocabulary in the textbook “Tiếng Anh 10” to help students enhance their vocabulary retention

6.3 Experimental method of pedagogy

After having the content and methods, teaching listening in “Tiếng Anh 10” based on the form of the test, we conducted experiments in Dien Chau 4 high school to test the

objectivity and practicality of the topic Experimental results were assessed through the results of the questionnaire

7 Research and experimental time

The topic was studied and conducted extensive pedagogical experiments at schools from the 2023-2024 school year

The process of completing data and the project is in the school year 2023-2024

8 Contributions of the study

Vocabulary will be built up by practice, the more practice students get, the better they will improve their vocabularies The practice will help students improve vocabulary day

by day to get familiar with the format of tests Therefore, 10th graders will enrich their vocabulary knowledge

The topic utilizing chunking technique to make vocabulary exercises that are suitable for students to practice at home by selecting sources from the textbook “Tiếng Anh 10” The practise exercises will help students grade 10 improve their vocabulary in learning English

PART II CONTENT CHAPTER 1 THEORETICAL BACKGROUND

This assignment gives information about vocabulary, vocabulary retention and chunking technique and its effectiveness in enhancing vocabulary retention for 10th graders

1.1 Vocabulary in EFL teaching and learning English

1.1.1 Denifition

Vocabulary has an important role to play in EFL teaching and learning Vocabulary is an essential element in learning a second language According to Saleh

(1997, p.12) argued that "the success in mastering a language is determined by the size

of the vocabulary one has learned" Although vocabulary plays a prominent role these

days, many students have a minimal volume of vocabulary which can prevent them from producing and understanding a large coverage of speech or text Therefore, vocabulary needs to be learned interestingly and more effectively The reseacher

Wilkins (1972, p.111) said, "Without grammar, very little can be conveyed; without

vocabulary, nothing can be conveyed." That is the reason why vocabulary is one of the

most important elements of language By enriching vocabulary, students can gain comprehensive use of English Vocabulary is probably the key type of knowledge necessary for any language use, because if words to express concepts are not known, all syntactic and discourse knowledge is of little use This is true for both first languages (L1) and second languages (L2) First language vocabulary (at least in its spoken form)

is mainly learned incidentally from the massive exposure which children receive, and much second language vocabulary can be learned this way as well But in classrooms and materials, second language vocabulary is largely taught in an explicit manner This means that second language pedagogy must have a way of prioritizing which words to teach from among the multitude available Vocabulary refers to the set of words that a person knows and understands within a particular language It can also refer to the entire set of words used in a specific field or subject area It can be divided vocabulary

into three main levels

 Individual Level: Your vocabulary is the collection of words you personally

understand and can use in speaking, writing, and reading

 Language Level: The vocabulary of a language refers to all the words and their

meanings that make up that language This is a vast collection that keeps evolving over time

 Subject-Specific: Certain fields or professions have their own specific

vocabulary with specialized terms For instance, the vocabulary of medicine would include words like "diagnosis" and "symptomatology"

Vocabulary retention refers to the ability to remember and recall the meaning and

usage of words over time It's essentially how well you can hold onto new vocabulary

after you've learned it Learning a new word involves understanding its meaning in the moment Vocabulary retention goes beyond that initial understanding – it's about being able to access and use that word accurately even after some time has passed.Vocabulary retention, according to Mohammed (2009, p.16), is defined as "the ability to keep the acquired vocabulary and retrieve it after a period of time to use it in different language contexts." According to Bennette and Rebello (2012), retention of learned information can be defined as having the information stored in long-term memory in such a way that

it is readily retrievable, for example, in response to standard prompts Additionally, Souleyman (2009) states that retention is a memory function that involves more complicated activities such as memorizing or learning, retention, recall, and recognition, which boost students’ short and long term memory Retention of vocabulary is critical while learning English as a foreign language By focusing on vocabulary retention, you can build a strong foundation for effective communication and expand your knowledge of a language

1.1.2 The importance of vocabulary

Vocabulary plays an important role in conveying meanings Wilkins (1972) states that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Students are unable to understand and communicate their own ideas without adequate vocabulary Nation (2013) states that language-focused learning, which includes deliberate vocabulary instruction and learning, should play a significant role in any foreign language course Thus, knowing a word does not imply that one understands its meaning or how to write, spell, or pronounce it correctly, but rather that one understands how to use the word in a particular context, especially in speaking and writing (Gu, 2003; Laufer & Nation, 1999; Maximo, 2000; Marion, 2008; Nation, 2011; Read, 2000) Nation (2001) claims that students need an efficient, structured approach

to vocabulary learning to prevent demotivation For students of any age, it is possible for them to become bored if they are exposed to lexical items that are too difficult or too easy to them This feature of vocabulary learning is supported by the input hypothesis proposed by Krashen (1985) Therefore, to maintain students' interest, vocabulary should be of appropriate level of difficulty to students, and teachers should provide tools to assist students in comprehending the word In other words, as vocabulary learning is critical for students’ language learning, teachers should assist them not only in recognizing the words but recycling the newly learned words in different contexts and through different means, so that the words could be well retained The use of many vocabulary teaching tools, in which chunking is a popular one, is therefore more and more welcomed by foreign language teachers in their teaching

1.1.3 Activities for vocabulary retention

It is necessary to utilize tools to support students’ learning vocabulary In EFL contexts, common tools for vocabulary teaching include word-lists, dictionary use, vocabulary cards, negotiating vocabulary meanings, and glosses, etc These techniques can be divided into four categories, according to Oxford and Crookall (1990), based on

vocabulary teaching methods The first category is de-contextualising, which contains word lists, flashcards and conventional use of a dictionary The second one is semi-contextualising, which consists of word grouping, association, visual imaginary, keyword, physical response, physical sensation, and semantic mapping The third one is fully contextualizing which involves four skills: listening, speaking, reading and writing The final one is adaptable: structured reviewing

Figure 1 Existing common vocabulary learning strategies: a dynamic classification

(adapted from Shen, 2003, p.192)

Figure 1 indiacates two dimensions in common vocabulary learning strategies: decontextual and contextual For decontextual dimension, three vocabulary learning strategies are (1) word list, (2) flashcards and (3) conventional use of a dictionary as the first category: de-contextualising (Oxford & Crookall, 1990) For contextual dimension, four skills: listening, reading, speaking and reading are included as in the third

category: fully contextualizing (Oxford & Crookall, 1990)

With the aim to promote English vocabulary retention of performance students, this study focused on enhancing vocabulary form and meaning with the use of Chunking technique in retaining English vocabulary

low-language-1.2 Chunking technique in vocabulary retention

1.2.1 Denifition

Chunking can play an important role in enhancing memory, thus retaining more information for a longer period of time According to Piskurich (2015), chunking is breaking down the content into pieces that are easy for your learners to digest That doesn’t mean you simply cut up your content in parts Bor (2012) refers to chunking as combining smaller bits of information into more meaningful, and therefore more memorable wholes So, chunking is all about grouping pieces of information into more meaningful units (chunks) that will help the learner to absorb and retain the knowledge Let’s start with an example The concept behind chunking, as established by Harvard Psychologist George A Miller, is that the human mind can only retain an average of seven pieces of information at a time Chunking is a way to get around that natural limitation of memory Chunking is a learning technique that involves breaking down large pieces of content into smaller chunks that are easier to process and remember Reaching the level of full understanding and retention is possible with chunking To recap, memory can be improved for effective learning by:

 Chunking data into meaningful pieces that help the short-term memory to better retain it

 Letting those chunks call into use the working memory, which recognizes patterns

and integrates new information with old knowledge, resulting in retention

Chunking is essentially the categorization of similar or connected items into groups that can be scanned or understood faster and retained in memory for longer There are six steps in utilizing chunking technique to apply in learning words effectively:

Figure: An example of Chunking

The chunking process includes taking information and bereaking down, finding parterns

or similarities and organizing it into groups

It can be viewed chunking as three separate techniques:

 Break larger of information into smaller units

 Identify similarities or parterns with the information

 Group information into manageable units by similarities

These techiniques can act as rules to make steps in the chunking process The number

of steps using to chunk will depend on the amount of chunked ìnormation

Un-chunked information

Information is divided into smaller chunks

Table 1: Steps of chunking technique

Chunking in learning words is breaking down information into smaller, manageable groups or units In learning, chunking refers to grouping related words together to improve memory and understanding It means that long words with more than seven letters can be learned by breaking them down into shorter words or syllables

In order to establish how chunking can help retention, we need to first learn about short-term and working memory Although sometimes used interchangeably in theory,

they’re conceptually different Short-term memory is a cognitive system that holds the

information, including words, names, sounds, and images for a brief period of time, not more than 20-30 seconds The number of items retained is also not more than seven This information either gets filed into long-term memory or lost forever Working

memory, on the other hand, is referred to as the maintenance and manipulation of

memory while receiving new information or recalling old ones In easier words, it is the process of meaningful learning by storing newly acquired data and integrating it with existing knowledge in long-term memory

1.2.2 The benefits of chunking in language learning

3 Make links and associations – Add information to chunks

4 Create and use

Visualize chunks

5 Incorporate visuals – to deliver chunks effectivly

6 Practice is the key – Start small and grow bigger Use it daily

There are many benefits that using chunking technique brings to learners in learning a language The topic research and discuss the benefits of using chunking for vocabulary acquisition, focusing on its impact on memory and retention

 General benefits – The chunking technique is very useful in learning and can

improve the limitation of short-term memory while also helping with working memory Whether you are a student or a teacher, instead of confusing your brain with huge bandwidth of random information, break it into smaller chunks Classify the similar or connected items

 Chunking is visual – Seeing the easy-to-remember smaller chunks, the

visual-spatial memory part of your working memory will be more receptive and register the information faster It will also be easier for your working memory to recall any old knowledge already stored in your long-term memory and connect it to the new one

 Better retention – Similarly, your short-term memory with the natural bottleneck of

not holding data for more than 20 seconds will also benefit from the strategy of chunking When you chunk a random grocery list into pieces and group the items according to the categories or aisles of the department store such as frozen food, bakery items, vegetables, and so on, your short-term memory is more likely to retain that information for longer

1.2.3 Tools of applying chunking techniques

With the blooming of the Internet, many applications were invented to support students’ learning Thanks to advanced technology, there’s been a rise in the number of

a free websites which provides learning tools for students including game modes or online assignments such as Kahoot, Quizziz, Quizlet, Liveworksheet, Wordwall, etc They provide an engaging way for students of all ages to study essential lesson materials while remaining active participants Teaching online has become more popular, yet challenging, for many students and teachers So, it is necessary for teachers to apply technology in teaching vocabulary to motivate students’ engagement

in learning In my topic, I decided to choose Kahoot.com and Wordwall.net

Kahoot in EFL teaching and learning

Kahoot is a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes Unleash the fun in classrooms, offices and living rooms It is an useful educational application which helps teachers to create a fun learning game in minutes The format and number of questions is up to the designers Add videos, images and diagrams to your questions to amplify engagement Kahoots are best played in a group setting To join a game, you need a unique PIN If you’re the game host, you need a big screen Players answer on their own devices, while questions are displayed on a shared screen In addition to live games, you can also send kahoot challenges that players complete at their own pace – for example, for homework or remote training

Figure 2: Kahoot main screen

After a game, encourage players to create and share their own kahoots! With one of our premium plans for schools or business, you can co-create games with your colleagues

and save time on finding relevant kahoots for your class or training session

Figure 3: Four choices in Kahoot

Kahoot! is a game-based learning platform used in classrooms, corporate trainings and other contexts Learn how to play Kahoot, learners should follow these steps:

Step 1 Go to https://kahoot.com, and sign up or log in to your account

Step 2 Pick a Kahoot from the discover page or click 'Kahoot', then click "Play"

Step 3 Adjust game settings and choose "Classic" or "Team Mode"

Step 4 You'll then see the game lobby, where the Kahoot's unique game PIN will be

displayed Players enter the PIN in Kahoot, mobile app or at kahoot.it on their devices

Figure 4: Enter the PIN

Step 5 Players then enter a nickname, which will show up on the host's screen in the game lobby and Click “Ok, go!”

Step 6 Click "Start" once all players have joined After clicking Start button, teacher

will have two ways to assign Kahoot link as online to play in class with a smartphone or offline at home

Another popular educational application for learning vocabulary is Wordwall.net which

is used by many EFL teachers in teaching language

Wordwall.net in EFL teaching and learning

Wordwall.net allows teachers to create interactive games and printed materials for their students Teachers simply enter the content they want and we automate the rest It all began in a secondary school classroom in London (UK) in 2006 Wordwall is an online platform where teachers can create interactive activities for online or face-to-face classrooms (for printables) Wordwall provides teachers with a variety of templates, ranging from the common multiple-choice quiz like Kahoot! to matching pairs, anagram, sorting out, or cloze questions Teachers can create resources and host activities by sharing an assignment link with students Students can do the activities as

an interactive in-class part or as homework Teachers can track students’ activity result

when they finish

Figure 6 : Wordwall main screen

Wordwall.net helps teacher to assign exercises to students When a teacher sets an assignment, students are linked to that one activity without the distraction of visiting the main activity page This feature can be used in-class where students have access to their own devices, or as a way of setting homework Each student's results are recorded and made available to the teacher

An interesting thing about Wordwall is that once you choose your words then you select a theme and change the settings… These are some types of templates from Wordwall.net that teachers can easily choose by one click Words scroll across the screen and learners select the correct option for each one before they disappear Works well as a speedy group game

Figure 7: Some of Wordwall templates

Wordwall is a free online tool for creating learning activities Its mission is to help learners create own resources to be easy.These are steps that teachers should follow when using Wordwall to create vocabulary exercises to support students’s vocabulary retention

Figure 8: Steps to use Wordwall

Step 1: Access the website: https://wordwall.net/ to log in and pick a template to

create an vocabulary activity

Step 2: Enter your content by designing questions (typing or inserting a picture), adding more questions and click “Hoàn tất” to finish the Quiz

Step 3: Print out your activities or play on the screen

Teacher “Set assignment” and custom your link to send to group of each class so that

students will have link to review vocabulary whenever they have time

Figure 9: An example of playing on screen

Wordwall can be used to create both interactive and printable activities Interactive activities can be played on any web- enabled device such as using a computer, a smartphone, a tablet, or interactive whiteboard Printables can be printed out directly or downloaded as a PDF file They can be used as a companion to the interactive or as stand-alone activities Vocabulary games can be played by individuals,

or teacher in the front of the class so that students will take turns to play which is useful for playful learning There are about templates available for free on Wordwall website that teacher easily find a suitable one fully customizable with personal content

CHAPTER 2: UTILIZES CHUNKING TO CREATE

VOCABULARY LEARNING ACTIVITY

This chapter will indicate the purpose of chunking technique, how to design a vocabulary learning activity that utilizes chunking and analyze the potential benefits of this approach for 10th graders specifically

2.1 The purpose of using chunking technique to build vocabulary exercises

The purpose of chunking is to support learners’ vocabulary retention and maximize the utilization capacity of someone's short-term memory Teacher will help students to learn target vocabulary list in each Unit by asking them to highlight chunking words so that they can do many kinds of vocabulary exercises

Target vocabulary list is aspecific set of words that students are expected to learn and understand in each unit as topic vocabulary Target vocabulary list consist 10-15 words relevant to each units in 10th-grade curriculum So, the purpose of using chunking technique is to help students remember target vocabulary in each unit in the textbook so that they can use suitable vocabulary in language practice

Figure 2.1: A target word list of Unit 1

Because the capacity is between four and seven plus or minus two, chunking allows the individual to store more information in their short-term memory by assigning the information into groups Design a vocabulary learning activity for 10th graders that utilizes the chunking technique will explain how your designed activity incorporates the chunking technique and how it will help students learn and retain the target vocabulary This assignment allows readers to explore the effectiveness of chunking and design a practical activity for 10th graders

 For teachers: Chunking is a powerful tool teachers can use to improve student

learning By breaking down complex information into smaller, easier-to-understand

chunks, teachers can make new concepts less overwhelming for students Chunking aligns with how the brain processes information Smaller chunks allow students to focus better and retain information more effectively for long-term memory Another purpose of chunking that teachers can take advantage of is gradual scaffolding: Chunking allows teachers to build on foundational knowledge step-by-step Students can master each chunk before moving on to the next, creating a strong knowledge base

It is an active learning opportunity for teachers to motivate students in learning Each chunk can be followed by activities that encourage students to engage with the material, improving comprehension and critical thinking skills Overall, chunking helps teachers create a more effective learning experience for their students

 For students: The main purpose of using chunking technique is to help students

remember vocabulary better Because it helps improve information processing chunking breaks down complex information into manageable pieces, making it easier for students to understand and process new concepts It also helps to enhance memory: Our brains naturally remember things in chunks, so chunking techniques help students retain information more effectively for tests and future use By mastering smaller chunks of information before moving on, students build a solid foundation for understanding more complex topics later Chunking is useful for development of key learning skills: Chunking can help students develop important skills like identifying key ideas, summarizing information, and making connections between concepts Another purpose of chunking for students is increasing focus and motivation: Smaller chunks feel less daunting, allowing students to focus better and stay motivated throughout the learning process In short, chunking empowers students to become more active and successful learners

2.2 The process of designing vocabulary exercises

2.2.1 Ulilizing technique to create vocabulary exercises

There are many useful educational applications such as Kahoot, Quizziz, Quizlet, Liveworksheet, Wordwall, etc , which have helped teachers to create online exercises for language practices, which allow each individual student to review the targeted vocabulary lists in an exciting way We have several choices; however, in order not to make it so confusing for students, I choose some of thesepopular websites: Wordwall, Kahoot which are famous for supporting vocabulary teaching and learning I use chunking technique to divide sentences into smaller chunking words and utilizing technique to create vocabulary teaching activity

TEACHING ACTIVITY

Application 1 VOCABULARY UNIT 1: FAMILY LIFE Activity: Vocabulary retention

 Aim: By the end of this activity, students will be able to:

- Students can remember and use the words with its meaning related to the topic

“Family life” in sentences correctly

- Students can choose suitable vocabulary to complete the sentences related to the topic

 Practice

Exercise 1 Match the phrases with the correct pictures

a do the washing up b do the laundry c put out the rubbish

d do the heavy lifting e do the cooking f lay the table

g clean the house h shop for groceries

Utilizing Wordwall.net to design this exercise

Link: https://wordwall.net/vi/resource/62343520/quiz-1-family-life

Exercise 2 Choose the best answers to complete the sentences

1 She does two jobs at the same time as she is the main _ of the family

A breadwinner B homemaker C housewife D bread maker

2 She’s such a good wife She’s _ her husband through difficult times

A taught B left C supported D provided

3 It’s not easy for some tenth-graders to get into high school _

A works B routines C times D responsibilities

4 Jim’s main _ in his home is to keep the house clean

A right B honour C part D responsibility

5 Family _ are important because they teach children what is right or wrong

in life

A bonds B.values C holidays D connections

6 Doing housework brings great _ to children as it helps them develop necessary life skills

A benefits B hard work C results D practices

7 He’s a man of strong _ He always fights for what is right and you can rely

on him

A health B character C hands D influence

8 When all members of the family share housework, the family _ will become stronger

A joys B happiness C life D bonds

KEY

Utilizing Kahoot to design this exercise

Link: https://kahoot.it/solo/?quizId=632f9363-d8e0-44a7-90ec-41c1ca8de693

Exercise 3 Complete the sentences using the words or phrases in the box

life skills respect encourage family values

supportive honest support family bonds

1 Doing chores as a family will help strengthen _

2 Preparing and cooking meals are some of the essential _ for teens

3 Instead of giving me answers to questions, my parents always _ to me to think for myself

4 The kids deeply _ their grandfather for his great knowledge about the world

5 Sarah is a(n) _ girl She never cheats in exams

6 His parents give him full _ for his choice of school

7 Kindness and responsibility are two _ that many parents want to teach to their children

8 I’m lucky to have such a(n) _ brother who always gives me help when I need it

KEY

1 1 family bonds 2 life skills 3 encourage 4 respect

5 honest 6 support 7 family values 8 supportive

Using Wordwall.net to design this exercise

Link: https://wordwall.net/vi/resource/72394033

Application 2 VOCABULARY UNIT 2: HUMANS AND THE ENVIRONMENT

Activity: Vocabulary retention

 Aim: By the end of this activity, students will be able to:

- Students can remember and use the words with its meaning related to the topic

“Humans and the environment” in sentences correctly

- Students can choose the best answers to complete sentences related to the topic

 Practice

Exercise 1 Complete the following sentences with the words

organic energy adopt awareness

set up eco-friendly litter protect

1 More and more people _ a green lifestyle, which is good for themselves and the environment

2 _ farming is better for the environment because it doesn't use harmful chemicals

3 The club hopes to raise public _ of the environmental issues

4 Students are reminded not to drop _in the street

5 Bamboo is considered to be one of the most _ building materials

6 A way to save _ is to reduce the amount of electricity used at home

7 Simple actions like putting rubbish in the bin can help to _ the environment

8 The club was _to encourage people to recycle more

Utilizing Wordwall.net to design this exercise

Link: https://wordwall.net/vi/resource/72394033

KEY

5 eco-friendly 6 energy 7 protect 8 set up

Exercise 2: Choose the correct word to complete each sentence

1 You can save a lot of energy by turning off unnecessary household appliances / chores

2 Natural / Nature resources are materials from the Earth used to support life and

meet people's needs

3 More people turn to organic products because they do not contain harmful

1 appliances 2 Natural 3 chemicals 4 raise 5 environment

Utilizing Kahoot to design this exercise

Link: https://kahoot.it/solo/?quizId=632f9363-d8e0-44a7-90ec-41c1ca8de693

Application 3 VOCABULARY UNIT 4: FOR A BETTER COMMUNITY Activity: Vocabulary retention

 Aim: By the end of this activity, students will be able to:

- Students can remember and use the words with its meaning related to the topic “For a better community” in sentences correctly

- Students can choose the best answers to complete sentences related to the topic

 Practice

Exercise 1 Complete the sentences using the correct forms of the words

benefit community donation remote development generous volunteer donate

1 We need more for our community development projects Are you interested?

2 Our volunteer club received large from the students and their parents

3 When teenagers do volunteer work, they gain numerous

4 My brother is very , He usually donates half of his pocket money to charity

5 This charity group raises money to build more schools in the areas

6 Doing volunteer work is also an opportunity for career

7 To build a better everyone needs to join hands

8 Besides money, there are other ways you can do to help people in need

Using Wordwall.net to design this exercise

Link: https://wordwall.net/resource/72531736

KEY

Exercise 2 Complete each sentence using the correct form of the word

1 If you are (interest) in this volunteer project contact us for more information

2 Donating food and other essential items is practical and (help) to the local people

3 Members of our volunteer clubs are (excite) about raising money for charity

4 You made so (care) mistakes Please check the detailed record of all the donated things

5 Volunteering can be (tire) sometimes, but it can help us find a purpose in life

6 Homeless children are (help) victims We need to protect them

7 We are looking for volunteers for an (interest) project in our local area

8 If you want to volunteer, there are (end) opportunities for getting involved

Utilizing Wordwall.net to design this exercise

Link: https://wordwall.net/vi/resource/72394033 KEY

1 interested 2 helpful 3 excited 4 careless

5 tiring 6 helpless 7 interesting 8 endless

Application 4 VOCABULARY UNIT 5: INVENTIONS Activity: Vocabulary retention

 Aim: By the end of this activity, students will be able to:

- Students can remember and use the words with its meaning related to the topic

“Inventions” in sentences correctly

- Students can choose the best answers to complete sentences related to the topic

 Practice

Exercise 1 Choose the best answers to complete the sentences below

1 You should _ the batteries fully before using the smartphones

A apply B display C.store D charge

2 This device _ people to communicate by using voice commands

A allows B makes C applies D lets

3 _ cars can work with little human control

A Driver B Driven C Driverless D Non-driver

4 _ ' means 'made by humans'

A valuable B useful C artificial D helpful

5 _ is not part of a computer

A Hardware B Software C Process D RAM

6 This device is not _ for children

A suitable B valuable C various D artificial

7 We do not like _ on animals

A experiences B experiments C exercises D expressions

8 They _ a new camera in the classroom to monitor the activities

A applied B installed C displayed D stored

KEY

Using Wordwall.net to design this exercise

Link: https://wordwall.net/resource/72531736

Application 5 VOCABULARY UNIT 6: GENDER EQUALITY Activity: Vocabulary retention

 Aim: By the end of this activity, students will be able to:

- Students can remember and use the words with its meaning related to the topic

“Gender Equality” in sentences correctly

- Students can choose the best answers to complete the sentences related to the topic

 Practice

Exercise1 Choose the best answers to complete the sentences

1 _ might be seen as a way to protect young girls from violence

A Child benefit B Child marriage C Child mother D Child labour

2 Girls who receive a(n) _ are less likely to marry young

A education B.job C teaching D training

3 In many places, women have to work longer to earn the same _ of money

as men

A number B total C amount D list

4 Jobs that are traditionally done by women are normally _ jobs

A well-paid B high-paying C well-paying D low-paying

5 Governments, organisations, and individuals must work together to achieve gender _