Sáng kiến kinh nghiệm Designing Culture-CIII lessons in textbook English 10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders

 NGHE AN DEPARTMENT OF EDUCATION 
 AND TRAINING 
 EXPERIENCE INITIATIVE 
 DESIGN CULTURE/CLIL LESSONS IN TEXTBOOKS 
 ENGLISH 10 GLOBAL SUCCESS IN THE FORM OF 
GAMES TO STIMULATE AND PROMOTE CULTURAL 
 KNOWLEDGE FOR 10TH GRADERS. 
 Subject: ENGLISH 
 Author: Nguyen Thi Hong Hanh 
 Nguyen Duy Trinh High School 
 Tel: 0942533569 
 Nghi Loc, April 2023 
 PART I. INTRODUCTION 
 1.1. Rationale 
 As society develops, the need to learn foreign languages is increasing. The fact 
that the Ministry of Education and Training stipulates that English is a compulsory 
subject from grade 3 to grade 12 in the new general education program (issued 
together with Circular No. 32/2018 / TT- BGĐT dated December 26, 2018, of the 
Minister of Education and Training) is the clearest evidence affirming that English 
is an indispensable medium in the context of globalization and international 
integration in many fields. In recent years, teaching and learning English in high 
schools has been much more focused when English is a compulsory subject in 
national high school exams for most candidates and the percentage of candidates 
applying for university admission related to English is increasing. Therefore, 
improving the effectiveness of teaching and learning is an urgent need not only for 
learners but also for those who are directly teaching English. 
 As part of the textbook innovation project in the new high school program, this 
year is the first year we have applied Global Success's new English 10 books, after 
each lesson there is a lesson on culture and communication / Clil is very good and 
practical, the lesson is an opportunity for students to learn and develop more 
understanding of culture between regions. and the territories of different countries. 
In addition, if culture is integrated with the study of languages, learners can derive 
long-term benefits from their language learning experience. Therefore, learning 
culture can give impetus to language learning. Moreover, learners who acquire 
certain cultural knowledge can grasp information more fully and develop a more 
positive attitude towards other cultures. They not only gain knowledge of other 
cultures, but also increase their understanding of their own cultures. Therefore, 
culture needs to be applied to the teaching of language and skills so that learners can 
know how to speak and write in culturally appropriate ways. Besides, Vietnam has 
a long-standing traditional culture with outstanding customs and practices and 
characteristics of a country in the East. Many Vietnamese conceptions of life, 
people, love, happiness, and dress are sometimes a bit traditional and not as liberal 
and open as people in many Western countries. That's why culture shock seems to 
be a common manifestation when moving to a new country. Therefore, culture needs 
to be at the heart of language teaching, so that students can fully communicate in 
real-life situations. 
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 1.3. Scope of study 
 The scopes of the research designing Culture/CLIL lessons in textbook English 
10 Global Success in the form of games to stimulate and promote cultural 
knowledge for 10th graders are: 
 - To review and analyze the existing literature on the CLIL approach and its 
effectiveness in promoting cultural knowledge and language learning outcomes. 
 - To identify the cultural topics and language skills that should be incorporated 
into the CLIL lessons for 10th graders. 
 - To design and develop games based CLIL lessons that are engaging, 
interactive, and effective in promoting cultural knowledge and language learning 
outcomes. 
 - To pilot test the games based CLIL lessons with a sample of 10th graders and 
gather feedback on the effectiveness of the lessons. 
 - To evaluate the effectiveness of the games based CLIL approach in promoting 
cultural knowledge and language learning outcomes compared to traditional 
classroom teaching methods. 
 - To identify the challenges and limitations of implementing the games based 
CLIL approach and provide recommendations for future implementation. 
 - To contribute to the existing body of knowledge on the CLIL approach and 
its potential to promote cultural knowledge and language learning outcomes among 
10th graders. 
 - To provide practical implications for teachers and curriculum designers in 
designing effective CLIL lessons that promote cultural knowledge and language 
learning outcomes. 
 1.4. Research Methodology 
 The research methodology for designing Culture/CLIL lessons in textbook 
English 10 Global Success in the form of games to stimulate and promote cultural 
knowledge for 10th graders includes the following steps: 
 - Literature review: A review of existing literature on the CLIL approach, 
games-based learning, and cultural knowledge and language learning outcomes will 
be conducted to identify best practices and effective strategies. 
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 - Methodology: This section will describe the research design, research 
methods, and data collection and analysis procedures used in the study. It will also 
explain how the games based CLIL lessons were designed and developed and how 
they were piloted and evaluated. 
 - Results: This section will present the results of the study, including the 
feedback from the pilot testing, the data collected using qualitative and quantitative 
research methods, and the analysis of the data. 
 - Discussion: This section will discuss the implications of the findings for 
promoting cultural knowledge and language learning outcomes among 10th graders. 
It will also identify the strengths and limitations of the games based CLIL approach 
and provide recommendations for future research and implementation. 
 - Conclusion: This section will summarize the main findings of the study and 
highlight the importance of the games based CLIL approach in promoting cultural 
knowledge and language learning outcomes among 10th graders. 
 - References: This section will list all the references cited in the study. 
 - Appendices: This section may include additional materials such as the lesson 
plans, survey questionnaires, and interview guides used in the study. 
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 engaging and effective approach to promote cultural knowledge and language 
learning outcomes among 10th graders. 
 In conclusion, the theoretical basis of the research designing Culture/CLIL 
lessons in textbook English 10 Global Success in the form of games to stimulate and 
promote cultural knowledge for 10th graders is based on the CLIL approach and 
games-based learning theory. The integration of cultural content into language 
learning and delivery through games-based activities is expected to enhance 
students' cultural knowledge, language proficiency, and overall learning outcomes. 
This research has significant implications for promoting cultural understanding and 
language learning in the classroom. 
 2.1.1. Definition of culture 
 Culture can be defined as a set of shared beliefs, values, customs, behaviors, 
and artifacts that characterize a group or society. It encompasses everything from 
language, religion, and social norms to art, music, and cuisine. Culture is learned, 
transmitted from generation to generation, and shapes the way individuals perceive 
and interact with the world around them. It can vary widely between different groups 
and is constantly evolving. Culture can be a source of identity and pride for 
individuals, but it can also create barriers and misunderstandings between different 
groups. Understanding and respecting different cultures is crucial for promoting 
mutual respect, communication, and cooperation in an increasingly diverse and 
interconnected world. 
 2.1.2. The role of game organization in English teaching 
 Games play a crucial role in English language teaching by providing a fun and 
engaging way for learners to practice language skills and build confidence. Games 
can be used to teach a variety of language skills, including vocabulary, grammar, 
speaking, listening, and reading. They offer a break from traditional classroom 
activities, promote active learning, and provide opportunities for learners to 
collaborate and communicate with each other. 
 One of the main benefits of games in English teaching is that they create a 
positive learning environment. Games are inherently motivating and can help to 
reduce the anxiety and stress that learners may feel when faced with challenging 
language tasks. Games can also help to build learners' self-esteem and confidence 
by providing opportunities for success and recognition. 
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 Similarly, the expression "beating around the bush" may be confusing to non-native 
speakers who are not familiar with its cultural origins. 
 Cultural knowledge also helps learners to use the English language 
appropriately and effectively. Language use varies greatly across different cultures 
and social contexts. Learners who are not familiar with cultural norms may use 
language inappropriately, which can lead to miscommunication and 
misunderstandings. For instance, using informal language in a formal setting, such 
as a job interview, may be perceived as disrespectful or unprofessional. 
Understanding cultural norms and expectations is crucial for using language 
appropriately and effectively. 
 Moreover, cultural knowledge is essential for building relationships and 
fostering cross-cultural understanding. Learning about the cultural practices, beliefs, 
and values of English-speaking communities can help learners to develop empathy, 
respect, and appreciation for diversity. It can also help to break down cultural 
barriers and foster mutual understanding and cooperation. Cultural knowledge can 
also facilitate communication and build rapport with native speakers, which can lead 
to social and professional opportunities. 
 In short, cultural knowledge is a critical component of learning the English 
language. It helps learners to comprehend the meaning behind words and 
expressions, use language appropriately and effectively, and build relationships and 
foster cross-cultural understanding. Learning about the cultural context in which 
English is spoken is an essential part of becoming proficient in the language and a 
valuable asset in an increasingly globalized world. 
 2.2. Practical basis 
 2.2.1. The real situation of teaching communication and culture at school 
 The teaching of communication and culture in English lessons at Vietnamese 
high schools is an important aspect of language education. Vietnamese high school 
students are required to take English classes as part of their national curriculum, and 
these classes typically include a focus on communication and culture. However, the 
effectiveness of teaching communication and culture in English lessons can vary 
depending on several factors. 
 One of the challenges of teaching communication and culture in English 
lessons is the limited time available for language instruction. Vietnamese high 
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 Question How are you interested in learning CLIL? 
 Answers Interested a lot interested Not interested 
 Number (%) 15 (16.7%) 17 (18.9%) 58 (64.4%) 
 The survey asked the question "How interested are you in learning CLIL?" and 
provided three answer options: "Interested a lot", "Interested", and "Not interested". 
Out of the 90 students surveyed, 15 students (or 16.7%) indicated that they were 
"Interested a lot" in learning CLIL, 17 students (or 18.9%) indicated that they were 
"Interested", and a majority of 58 students (or 64.4%) indicated that they were "Not 
interested" in learning CLIL. The results of this survey indicate that there is a low 
level of interest in CLIL among the students in class 10A. 
 To explore whether there is a relationship between students' level of interest in 
CLIL and their English language proficiency. For example, are students who are 
more interested in CLIL also more proficient in English? The teacher also gave a 
test to 90 students to know more about this relation. Here are the results of the test: 
 Class Excellent Good Average Bellow average 
 Class 
 size SL % SL % SL % SL % 
 10A 45 0 0% 5 11,1% 23 51,1% 17 37,8 % 
 10T1 45 0 0% 3 6,7% 25 55,6% 17 37,7 % 
 Based on the data provided, we can make the following observations about the 
students' English level in Class 10A: The class size is 45 students. None of the 
students were classified as "excellent" in English. 5 students (11.1%) were classified 
as "good" in English. 23 students (51.1%) were classified as "average" in English. 
17 students (37.8%) were classified as "below average" in English. We can see that 
the majority of students in Class 10A were classified as "average" or "below 
average" in English. The same statistics are shown in class 10 T1. 
 This suggests that there may be some room for improvement in English 
language instruction in this class. It's also possible that there may be a wide range of 
English proficiency levels within the class, which could make it challenging to 
provide effective instruction to all students. 
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