SKKN Helping Grade 10 Students Improve Their Sense of Responsibility to Themselves, Their Families and Society by Integrating some Activities into the English Lessons

TABLE OF CONTENT 

TABLE OF CONTENT 

PART I: INTRODUCTION………………………………………………………………………….. 1 1, Reason for choosing the Topic…………………………………………………….1 2. Aims of the Topic…………………………………………………………………………………….. 2 PART II: DEVELOPMENT …………………………………………………………………………. 3 Chapter 1: Theoretical Background…………………………………………………3 1.1. Definition of Responsibility and Sense of Responsibility……………………..3 1.2. Students’ Responsibility…………………………………………………………………………. 3 

1.3. Benefits of integrating some activities into the lessons to improve students’  sense of responsibility …………………………………..…………………………3 

Chapter 2: Situation Analysis ………………………………………………………4 2.1. The situation of students’ sense of responsibility at our school……………….4 2.2. Situation of teaching the students sense of responsibility at our school………5 2.3.The English Language Syllabus……………………………………………………………….. 5 Chapter 3: The Survey ……………………………………………………………..6 3.1. Survey and the Results ……………………………………………………..…6 3.2. Findings from the Survey ……………………………………………….…….6 Chapter 4: Finding Solutions ……………………………………………………….7 4.1. Activities to Improve Students’ Sense of Responsibility to Themselves ……… 7 4.1.1. Sample 1 – Unit 2: Your Body and You ……………………………………7 4.1.2. Sample 2 – Unit 6: Gender Equality………………………………………..9 

4.1.3. Sample 3 – Unit 8: New Ways to Learn (1)………………………………..10 4.1.4. Sample 4 – Unit 8: New Ways to Learn (2)………………………………..12 4.2.Activities to Improve Students’ Sense of Responsibility to Their Families….. 13 4.2.1. Sample 1 – Unit 1: Family Life …………………………………..……….13 4.2.2. Sample 2 – Unit 6: Gender Equality ………………………………………15 4.2.3. Sample 3 – Unit 9: Preserving the Environment …………………………..16 4.3. Activities to Improve Students’ Sense of Responsibility to Community. ……. 17 4.3.1. Sample 1 – Unit 3: Music ………………………………………………….17 4.3.2. Sample 2 – Unit 4: For a Better Community (1)……………………………21

4.3.3. Sample 3 – Unit 4: For a Better Community (2)……………………………21 4.3.4. Sample 4 – Unit 9: Preserving the Environment ………………….……….20 4.3.4. Sample 4 – Unit 10: Ecotourism …………………………………………..20 PART III: CONCLUSION ………………………………………………………………………… 21. The Results of Applying the Teaching Experience …………………………….21 

2. Some Recommendations for Integrating some Activities into the English  Lessons……………………………………………………………………………………………………..22 

REFERENCE……………………………………………………………………………………………. 23

PART I: INTRODUCTION 

1. Reasons for choosing the Topic 

So far, we have been caring much about what families, schools and society  should do for children. However, it is also important for students to be aware of  what they have to do for themselves, their families and society. In other words,  students must be responsible to themselves, their families and society. But in fact,  some students not only neglect studying but also often avoid and complain about  their tasks, miss deadlines, break the disciplines and even blame others for the  mistakes and failure. Therefore, it is undeniable that they are becoming more and  more irresponsible. 

As high school teachers, the authors have learned that one of the six pillars  of character education is to be responsible. However, educating sense of  responsibility in general and at our school in particular has not been really  effective. One of the most primary causes may be that responsibilities are usually  taught theoretically with little practical application. In addition, most students,  their parents and teachers mainly focus on the knowledge and the marks that  students gain but pay less attention to educating students’ sense of  responsibilities. In fact, it is not stressed in every lesson they learn in classes.  Whereas, it is obviously possible to educate students’ sense of responsibility  through different subjects such as: Civic Education, Literature, Biology,  English,… A question raised is how we can teach our students sense of  responsibility while our teaching methods mainly focus on language skills. It  means that we have to improve our students’ sense of responsibility through  teaching knowledge and language skills. 

As a matter of fact, the new textbook English 10 contains many interesting  topics which are easily related to the students’ real lives and responsibilities. If the  teachers only taught the knowledge and skills without taking advantage of them to  improve students’ sense of responsibility to themselves, their families and society,  it would be a pity. 

Last but not least, the authors have integrated some activities aiming at  improving students’ sense of responsibility to themselves, their families and  society into some lessons when teaching English in different classes of grade 10 at  Quynh Luu 1 High School. The effectiveness of those activities encourages us to  share this teaching experience with other colleagues, hoping to receive many  comments from them. 

For the reasons mentioned above, the authors decide to choose the topic  “Helping Grade 10 Students Improve Their Sense of Responsibility to  Themselves, Their Families and Society by Integrating some Activities into the  English Lessons” for our teaching experience.

2. Aims of the Topic 

The topic is carried out in order to: 

– Provide some basic knowledge about responsibility, sense of responsibility  and the topics in the textbook English 10. 

– Make an investigation into the real situation before applying the teaching  experience at Quynh Luu I High School. 

– Suggest some activities to partly improve grade 10 students’ sense of  responsibility to themselves, their families and society. 

– Make an investigation into the result of integrating some activities into  English lessons at Quynh Luu I High School.