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SỞ GIÁO DỤC VÀ ĐÀO TẠO VĨNH PHÚC

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TRƯỜNG THPT CHUYÊN VĨNH PHÚC

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BÁO CÁO CHUYÊN ĐỀ

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THE APPLICATION OF SOME ACTIVE TEACHING TECHNIQUES

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IN TEACHING SUPPLEMENTARY MATERIALS FOR

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UNIT 2: YOUR BODY AND YOU IN ENGLISH 10 TEXTBOOK

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Áp dụng một vài kĩ thuật dạy học tích cực trong chuyên đề kiến thức

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bổ trợ cho Unit 2: Your body and you- sách Tiếng Anh 10

: HOÀNG THỊ NGỌC LAN

Chức vụ

: Giáo viên

Tổ

: Ngoại ngữ

Bộ môn

: Tiếng Anh

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KÈ

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Tác giả

Vĩnh Phúc, tháng 12 năm 2018

Table of Contents CHAPTER 1 – INTRODUCTION..............................................................3 1. Rationale.................................................................................................. 3

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2. Aims of the study.....................................................................................4 3. Research questions...................................................................................4

4. Scope of the study....................................................................................4 5. Significance of the study......................................................................... 4

6. Methodology of the study........................................................................5

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7. Structure of the study.....................................................................……..5 CHAPTER 2. LITERATURE REVIEW.................................................... 6

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1. Active learning.........................................................................................6

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2. Active learning techniques...................................................................... 7

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2.1. Definition.............................................................................................. 7

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2.2. Classification........................................................................................ 7

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2.2.1. “Brainstorming” technique...............................................................8

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2.2.2. “Mind map” technique....................................................................10 2.2.3. “Think- Pair- Share” technique ....................................................11 2.2.4. “Art gallery” technique .................................................................12

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2.2.5. "Asking experts" technique ............................................................13

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2.2.6. "In other words" technique ............................................................13 3. Supplementary materials for textbook.................................................. 13

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3.1. Definition of textbook........................................................................ 13

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3.2. Definition of supplementary materials...............................................14 3.3. Material design................................................................................... 14 4. Development of the supplementary materials for Unit 2: Your body and you.............................................................................................................. 15 CHAPTER 3. RESEARCH METHODOLOGY.......................................18 1. Research design and setting...................................................................18 1

2. Research participants............................................................................. 18 3. Instruments.............................................................................................18 3.1. Interviews............................................................................................19 3.2. Class observation................................................................................ 19

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4. Data collection....................................................................................... 20

5. Data analysis.......................................................................................... 20 CHAPTER 4. DATA ANALYSIS AND FINDINGS.............................. 21

1. Discussion of the data from interviews................................................. 21

2. Discussion of class observation data..................................................... 22

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CHAPTER 5. CONCLUSION.................................................................. 24

1. Summary of the study............................................................................24

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2. Conclusions............................................................................................25

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3. Recommendations for further studies................................................... 25

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REFERENCES.......................................................................................... 27

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APPENDICES........................................................................................... 29

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Appendix 1 INTERVIEW QUESTIONS (For teachers)......................... 29

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Appendix 2: CLASS OBSERVATIONS SHEET.................................... 31 Appendix 3:SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU....................................................................................... 33

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Appendix 4: LESSON PLAN....................................................................58

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CHAPTER 1 – INTRODUCTION 1. Rationale Educators and scholars have increasingly recognized the prominence of innovation in teaching methodology and education developers have

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paid more and more attention to advancing learners’ competence with the aim of meeting the demand of new era.

At Vinh Phuc gifted high school, where I have been working as an

English teacher, students have been learning the set of piloted textbooks English 10, 11, 12 published by the Minister of Education and Training.

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From my personal observation and professional experience, I have

realized that my students’ ability is beyond the textbook’s level.

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Consequently, there should be supplementary materials especially

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designed based on the topic of the English text book which are more

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suitable for the need and proficiency of my students. Instead of teaching

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in periods, the knowledge may be grouped into themes and the learning

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activities are organized according to active teaching method in order to

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promote students’ virtue and capacity.

Realizing the fact, I determined to conduct the study titled “The application of some active teaching techniques in teaching

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supplementary materials for Unit 2: Your body and you in English 10

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textbook”. Hopefully, this study will partly contribute to measuring the applicability of active teaching techniques in specific situation as well as

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improving the quality of teaching and assessment with the orientation of

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developing students’ competence. Also, I desire to promote the quality of teaching and learning English at my school in particular and other schools in general by encouraging teachers to actively choose the knowledge to form specialized topics which are appropriate for active learning activities.

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2. Aims of the study With the above-presented rationale, the specific aims of the study, accordingly, are: piloted English 10 textbook

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- to develop the active learning supplementary materials for Unit2- to investigate the effectiveness of the active learning supplementary materials in developing students’ competence.

3. Research questions

In order to achieve the mentioned aims, the following questions

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have been proposed: English 10 textbook be developed?

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 How can the active learning supplementary materials for piloted

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 What are the teachers and students’ attitude towards active

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learning supplementary materials for piloted English 10 textbook?

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4. Scope of the study

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As it has been stated above, the study is designed to improve the

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quality of teaching and assessment with the orientation of developing students’ competence in order to support teachers to actively choose the knowledge to form specialized topics which are fit for active learning

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activities. The study focuses itself on vocabulary, reading, speaking,

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listening and writing activities relating to the content of Unit 2: Your body and you in the piloted English 10 textbook. As this is only a

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small-sized scale study, a number of issues, though intriguing, would be

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beyond the scope of inquiry and would be best dealt with in a further study.

5. Significance of the study The study highlights the effectiveness of specialized topics in developing students’ ability and the applicability of active teaching techniques. This research is expected to be beneficial to both English 4

teacher and students at Vinh Phuc gifted high school in particular and those at other high schools in general where the piloted English 10 textbook has been applied.

6. Methodology of the study

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To achieve the aims stated, a survey research was conducted at Vinh Phuc gifted high school. In so doing, the method including survey

interviews with English teachers at the school and class observation sheets were employed during the process of data collection.

7. Structure of the study

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The study consists of five main parts, a list of reference and

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appendices.

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 Chapter 1: Introduction: Providing the reason for the research, the aims, research question, scope, significance, methodology and

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structure of the study.

 Chapter 2: Literature review: Providing the theoretical background for

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the study.

 Chapter 3: Research Methodology: Describing research design and setting, research participants, instruments, data collection and data

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analysis method.  Chapter 4: Data analysis and findings: Presenting, analyzing and drawing out the findings from the data collected basing on two

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research questions.

 Chapter 5: Conclusion: Summarizing the main points presented in the study,

presenting

conclusions

of

the

study,

pedagogical

recommendations relating to the research topic and suggestions for further studies on the topic. Following this chapter are the References and Appendices.

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CHAPTER 2. LITERATURE REVIEW The literature relevant to the current study is presented in four major categories: active learning, active teaching techniques, supplementary

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materials for textbook and development of the supplementary materials.

1. Active learning

Active learning, which is student-focused, aims at engaging students

in the lesson. Course materials are designed with the teacher in the role of

facilitator; rather than simply listening passively to lectures and taking

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notes. Students have the opportunity to talk, listen, write, read and engage with others regarding the content, ideas, issues and key points of the

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subject which is the course of study. (McKeachie, 1998; Meyers and

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Jones, 1993)

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In active learning, apart from listening to a lecture and taking notes, students are provided opportunities to meaningfully talk and listen, write,

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read and reflect on the content, ideas, issues and concern of an academic subject (McKeachie, 1998; Meyers and Jones, 1993: 6) to help them learn and apply course materials. Instead of simply receiving information

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verbally and visually, students are receiving, participating or doing and

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reflecting (Fink, 1999). Students may be involved in talking, listening to one another, writing, reading and reflecting both collaboratively and

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individually (Stearns, 1994). Since active learning also seeks to tie in students’ own life experiences; an excellent way of linking to prior

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learning, which in turn helps to increase long-term retention of the materials (Bransford, 1979), it is also very effective at developing higher-order thinking skills like analysis, synthesis and evaluation. By developing students’ critical thinking skills in this way, it enables students to apply the information they are learning in new settings 6

(Meyers & Jones, 1993). Ultimately, it can even inspire and motivate students to become self-directed, life-long learners (Bonwell & Eison, 1991).

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Therefore, based on the aforementioned ideas of active learning, the theoretical framework of active learning, which will be used to create

each activity in this paper consists of three main stages: getting information and ideas, experiencing by doing and/or observing and reflecting. Each of which can be done via individual work and/or group

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work.

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2. Active teaching techniques

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2.1. Definition

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Teaching techniques are the actions and solutions of teachers and

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students in specific situations aimed at processing and controlling

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teaching procedure. Teaching techniques are the smallest units of

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teaching methodology. There are common teaching techniques as well as particular ones which are typical for each teaching method such as the technique of “raising questions in conversation”. There has been a recent

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trend to pay attention to developing and using the techniques that

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encourage learners’ activeness and creativity. Such techniques has important meaning in promoting students’ active engagement in the

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lessons and stimulating mentality, creativity and cooperation of students.

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2.2. Classification The active teaching techniques can be favorably applied in group work. However, they can also be combined in teaching the whole class.

Those techniques can be classified as followed: 7

ACTIVE TEACHING TECHNIQUES 16. Group division technique

2. Brain-writing technique

17. Task- giving technique

3. XYZ technique

18. Question- raising technique

4. “Fish tank” technique

19. “Art gallery” technique

5. “Ball-bearing” technique

20. Stages technique

6. “Debate:

For

or

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1. Brainstorming technique

against” 21. “One- minute- presentation”

technique

technique

7. Feedback

during

teaching 22. “We know 3” technique

23. “Ask and answer” technique

8. “Flash of lighting” technique

24. “Asking experts” technique

9. “3 multiplied with 3” technique

25. “Task completion” technique

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procedure

10. Mind-mapping technique

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11. “Table cloth”technique

27. Cooperative reading technique

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12. “Jigsaw” technique

26. “Active writing” technique 28. “In other words” technique 29. "Video analysis” technique

14. Think-Pair-Share technique

30. “Materials summary in groups”

15. Kipling (5W1H) technique

technique

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13. KWL - KWLH technique

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In teaching the supplementary materials named “Food and health” for

Unit 2: Your body and you, it would be ambitious to cover all techniques.

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Therefore, in this part, only the applicable techniques for my specific

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teaching setting are explained in details.

2.2.1. “Brainstorming” technique  Definition - “Brainstorm” is a technique which aims to encourage and inspire all members in group in a positive way to contribute more interesting and 8

unique ideas about a certain topic with no limitation and ultimately results in creation of “Storm of Ideas”.

-The technique is founded and enhanced by Alex Osborn, based on a

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traditional technique from India.  Principle.

- No assessment and comment while collecting the ideas from groups.

- Give connection among the mentioned ideas.

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- Encourage the quantity of ideas.

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- Imagination is fully allowed.

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 Processing stage:

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- Coordinator (Teacher) introduces the topic and explains if necessary.

- The members show their ideas without assessment to get as many ideas

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as possible consecutively.

- Stop giving idea.

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 Classification

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There are two different forms based on the “brainstorming” technique:

Writing brainstorming

Private brainstorming

- Each member will present the - Each member will write their ideas without speaking but writing ideas and ways to solve the issue in a paper on a certain topic.

without publicizing it.

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-

While

processing,

all

the - After that, the whole group will

members will respectively write discuss together and individuals down their ideas onto a shared will self-improve their ideas. paper of the topic. member should look

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- Each

through other ideas and leave their feedback for those ideas. Finally, everyone will read the feedback and eventually make the final

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outcome of group.

collection

story of

whole or

genuine

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meaningful

a

a

without

other

members’ interruption.

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obtain

key

 Cons:

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can

 Pros: The ideas are kept

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 Pros and cons: the students

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information and the final product can be a mind map.

They

won’t

get

feedback directly from the

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others.

2.2.2. “Mind map” technique

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 Definition

A mind map (also known as a concept map) is a diagram that

clearly shows the planned ideas or results of an individual or group's

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work on a topic. Mind diagrams can be written on paper, tablet or

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computer.  Procedure - Write the topic’s name or using images/pictures describing title in the centre of the background 10

- Visualize the centre as a spider net or a tree full of branches, then radiating out from the root are main lines with different colors. Each line illustrates a big point of topic. (Using important terminology to write in main lines in capital).

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- From the main lines, develop the map with sub-lines in quest of explaining more about the topic.  Application - Summarize content or review a topic.

- Prepare information for a report or a speech.

- Collect and arrange ideas.

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- Make notes at class

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- Present a general topic.

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 Strengths

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- Thinking directions are openly shown.

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- Explicitly describe the connection among the contents of topic

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- Being able to develop, rearrange or implement the content.

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- Chance for student to practice building-up ideas.

2.2.3. “Think, Pair, Share” technique

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 Definition

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“Think, Pair, Share” is a technique introduced by Professor Frank

Lyman of the University of Maryland in 1981. This technique introduces

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dual-team work, developing individual thinking skills in solving the

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problem.  Tool This activity develops listening and speaking skills so it is not necessary to use supportive devices.

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 How to perform - The teacher introduces the problem, asks open questions, takes time to think.

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- Students then divided into pairs and share ideas, discussions, and classifications.

- The couple continues with the other one or the whole class.  Note

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- It is important that learners share the ideas they have received, rather

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 Benefits

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- Teachers need to model or explain.

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than just sharing personal ideas.

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There’s much time to think and students are allowed to develop

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answers. Having good time to think helps them develop good answers,

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listen and summarize the ideas of their peers.  Drawbacks

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Students will easily exchange non-lesson-related content because

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the teacher cannot cover the whole class.

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2.2.4. “Art gallery” technique

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This technique can be used for individual or group activities.

- Teacher asks the questions / problems for the whole class or groups.

- Each member (personal activity) or group (group activity) sketch ideas on how to solve the problem on a cover sheet and stick it on the wall around the classroom as a painting exhibition.

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- Students in class will go to the "exhibition" and may comment or add any feedback.

- Finally, all settlement solutions are assembled and optimized 2.2.5. "Asking experts" technique

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- Students who volunteer (or as assigned by the teacher) form "expert" groups on a given subject.

- The "experts" study and discuss with each other about the material that is relevant to their topic.

- The "expert" group stands on the teaching stage in the classroom

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- An "expert" group leader (or teacher) will conduct the "counseling" "expert" to answer.

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2.2.6. "In other words" technique

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session, invite students in the class to ask questions and then invite the

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- Teachers divide the students into groups, asking groups to list out the 10

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big things that sometimes people talk about.

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- Next, ask the groups to find 10 better ways to express the same meaning

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and continue to write in large format.

- The groups present the results and discuss the implication of changing

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the way they use positively.

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3. Supplementary materials for textbook

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3.1. Definition of textbook According to the web-page Wikipedia, a textbook or course book is

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a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Tomlinson (1998) describes a textbook as a book “which provides the core materials for a course” and which covers many issues in a single volume by taking into consideration all the points that students are required to learn during a 13

course period. Harries and Hodges (1995) stated “Textbook- a book used for instructional purposes, especially in schools and colleges”. In most cases, textbooks symbolize the hidden curriculum of the language studies in a certain program or country. That's why they play an important role

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for obtaining information about the likely teaching and learning practices of a particular school, program or institution.

3.2. Definition of supplementary materials

Supplementary materials refer to paper-based handouts, which

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teachers distribute to the students during their classes at their discretion, to supplement the main coursebook. In other words, they are the materials

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designed to be used in addition to the core materials of a course.These

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supplements can be used according to requirements of the particular

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teacher (e.g. as homework, as classwork, etc.).They can be extra

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worksheets, games, books etc. that a teacher uses for teaching materials in addition to a core text. They are often based on the same theme or related

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to the development of skills of reading, writing, listening or speaking.

3.3. Materials design

‘Materials development is both a field of study and a practical

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undertaking. As a field it studies the principles and procedures of the

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design, implementation and evaluation of language teaching materials’ (Tomlinson, 2001: 66). Prabhu (1987) mentioned that ‘loosely structured’

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teaching materials can be easily adapted to a particular classroom and the teacher should determine how to simplify, add to or adjust them to make

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them useful to their students. Materials as learning resources can vary from one learner to another within the same class (Prabhu, 1987).

Robinson (1991) emphasized the importance of authentic materials in ESP. She mentioned that the materials can be anything that is available to the language teacher, but it must not be the materials produced 14

specifically for language-teaching purposes. Therefore, it is the responsibility of the teacher to select or develop materials of their own.

Jolly and Bolitho (1998) outlined a framework for materials writing that starts from identification of a need to satisfy or a problem to solve by the

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creation of materials. The next step is exploration of language in terms of

meaning, function, and skills. The third step is contextual realization of the proposed new materials by finding suitable ideas and contexts with which to work. The fourth step is pedagogical realization of materials by

finding appropriate exercises and activities and writing appropriate

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instructions for use. The fifth step is physical production of materials, involving consideration of layout, type size, visuals, reproduction, tape

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length, and so on. The sixth step is usage of the materials in class, and

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finally evaluation of materials against agreed objectives.

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They concluded that materials’ writing is most effective when it

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matches the learners’ needs. The teacher should understand the learners

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best, so all teachers need grounding in materials writing to create the

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most appropriate materials for the students. Also, trialing and evaluation are vital to the success of any materials.

4. Development of the supplementary materials for Unit 2: Your body

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and you in the piloted English 10 textbook

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The supplementary materials have been designed based on the

theme of Unit 2: Your body and you in the piloted English 10 textbook,

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the first of a three-level English language set of textbooks for the

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Vietnamese upper-secondary schools. The course contents are aimed at intermediate EFL learners. The selected unit and their corresponding sections are presented in Table 1.

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Table 1: Unit 2- Your body and you and corresponding sections Unit 2: Your body and you- English 10 textbook Reading for specific information about acupuncture

Speaking

Talking about how to get rid of bad habits

Listening

Listening for gist about choosing a healthy diet

Writing

Writing about what to eat and not to eat

Language focus

Review: The future simple will vs. Be going to; The

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Reading

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passive

N

Words about illnesses and health and systems of the

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body

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Consonant clusters: /pl/, /pr/, /gl/, /gr/ Health practice in Indonesia and in Vietnam

Project

Doing a survey on the importance of categories in

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Y

N

Culture

staying healthy

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In developing the supplements, the features of each sections of the mentioned unit (comprising the language points and the contents of

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sub-skills) were taken as reference points. The supplementary materials are theme-based and cover vocabulary relating to the topic and all four

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language skills.

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Each section in the supplements is composed of a series of coherent

activities and begins with vocabulary review of the two component topic namely food and health. It involves a variety of task types such as note completion, picture labeling, matching, table filling, etc. Next, a reading task is presented to the students. During reading stage, the students are 16

asked to do an activity like deciding the following statements are True, False or Not Given. Once these are completed, the student goes on to the speaking task. The students have chance to discuss about the previouslyread topic, which is fast food, and giving their own opinions about issues

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relating to fast food. Later, the listening task is provided to the students.

The students are required to fill in the blanks with the correct vocabulary words about topics “Food and health”. After the listening task, the

students have to utilize the content from the listening and vocabulary review tasks to complete a paragraph describing the process of food

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digestion. (See Appendix 3)

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The tasks presented are varied; therefore, in order to complete the

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tasks, the students must also employ various response methods, including matching, marking, filling in the blanks and writing a paragraph.

H

Authenticity of the sources students are exposed to is a key factor in the

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design of all the tasks. Students must use the skills of listening, reading,

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writing, and speaking via both individual work and group work.

The main purposes of the supplements are to review the content of Unit 2: Your body and you, which the students have learned since the

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teacher uses the supplements at the end of the unit when the students have

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already learned all the main content of the unit. Besides being used to review the lesson,the supplements are designed to engage and motivate

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the students as well as to create a good classroom atmosphere. A sample of the lesson plan for the supplement of Unit 2: Your body and you is also

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included. (See Appendix 4)

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CHAPTER 3. RESEARCH METHODOLOGY 1. Research design and setting The purpose of this section is to introduce the methods based on

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which this study is carried out. Moreover, it presents techniques employed in this minor thesis, namely survey research. Among the

research methods, survey research is one of the most important areas of measurement in applied social research. The broad area of survey

research encompasses any measurement procedures that involve asking

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questions of respondents. A "survey" can be anything from a short

paper-and-pencil feedback form to an intensive one-on-one in-depth

N

interview.

H

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2. Research participants

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The participants in the study are 35students in Literature-majored class of grade 10 and 8 English teachers at Vinh Phuc gifted high school.

Y

The study was conducted with non-English-majored students. The reason

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for choosing this group is because this book will be widely taught for 10th-form basic students at high schools throughout the country who are

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not specialized in English. The author hopes the findings from this study

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will be helpful for non-English-majored students at Vinh Phuc gifted high school in particular and those at other high schools in general. All of participant teachers have at least 10- year- English teaching experience

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and they have taught the piloted E10 textbook.

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3. Instruments The study used two research instruments: survey interviews with the teachers and class observations

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3.1. Interviews Interviewing is used in this study as another key research instrument.

The main reason for conducting interviews is to have better insights into the research questions by providing a deep understanding of teachers’

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attitudes towards active teaching technique. The interview consists of 14 questions. The interviewed teachers were further probed for clarification when necessary. The interviews were conducted in English, and the teachers were interviewed individually.

The interview questions are structured as follows. The first twelve

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questions are to find out the teachers’ opinions of the active learning

supplementary materials. The final two questions of the interview asks the

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teachers to give their preference of each sections and their suggestions for

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the supplementary materials. (See Appendix 1)

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3.2. Class observation

N

Class observation is another method to collect data for the study. It

Y

was a non – participation observation in which the researcher watched,

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followed and recorded activities as they were performed in the real classroom settings. The observation was carried out in the first semester of the school year 2018 – 2019, the class performance was observed in

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class 10A6.

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This process is done with one class in vocabulary lesson. Basing on

the students’ activeness, students’ behaviour and teacher’s methods, class

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observation is implemented within one class in 10th grade during one

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period teaching new words. The researcher’s three colleagues who have been teaching there for over 10 years observed the students and teaching method.

Observation sheet: In order to check the overall level of class engagement including learners’ interest, concentration, enjoyment, 19

enthusiasm and persistence with the learning task. The researcher used the observation sheet which was adapted from Matthew Peacock (1997).

Each item in this sheet was scored on a scale of 1 (low) to 5 (high). (See Appendix 2)

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4. Data collection

To collect the data for the study, a fourteen-question survey

interview for teachers were designed after the author revised carefully and received comments from other colleagues. These questions were answered by 8 teachers of English after group meetings.

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Observations of the author’s colleagues at one period teaching the

N

topic: “Food and health” in the researcher’s class to investigate the

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effectiveness of active teaching technique in improving students’ competence. The purpose of the class observation was to access teacher’s

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preparation, presentations, method, teacher and students’ interaction in

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the classroom. Unit 2: Your body and you in piloted English 10 textbook

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was taught as usual; the lesson using supplementary materials was taught

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with the use of active teaching technique.

5. Data analysis

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The discussion of the result collected by means of the interview

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with teachers is presented, using thematic analysis. The collected data from class observation was classified and then presented in the discussion

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of the data.

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CHAPTER 4. DATA ANALYSIS AND FINDINGS In this chapter, all the collected data will be analyzed and discussed to answer the research questions. The main results came from the answers of the survey interviews collected and from two class observation sheets

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carried out by two teachers.

1. Discussion of the data from interviews

There are 8 teachers taking part in the interviews, which contain 14

questions asking the teachers’ overall opinions of the supplements. The

O

findings show that the teachers have positive opinions of the active

Ơ

beneficial and meet the set objectives.

N

learning supplementary materials. They agree that the supplements are

H

As for their opinion of each activity in the supplement, the teachers

N

prefer vocabulary review most. The teachers said that it helps students have a chance to review the vocabulary that they learned in the lesson and

Y

the difficulty of the activity is more or less the same as that in the exams.

Q U

By contrast, the teachers prefer speaking tasks least. They said that it was difficult for students. However, one teacher liked this activity. She said

M

that it was challenging and it promoted students’ critical thinking skill.

KÈ

All in all, most teachers showed satisfaction with the activities in the specialized topic.

ẠY

The final part of the interview asks the teachers to give their opinions

D

of and their suggestions for the supplementary materials. The comments were summarized and combined under the three issues. First, the reading texts in the supplements are more difficult than those in the 45minute-tests and end- of- term exams. They prefer to have reading texts which are of the same level of difficulty and format as those in the exams.

Second, many of the vocabulary comes from the units in the coursebook.

21

They prefer to have many more new vocabulary, which does not derive from the coursebook only. Finally, the supplements are too many (not in terms of the content, but in terms of the number of pieces of paper). They suggest that all of the supplements should be compiled as a package or a

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book; they should not be distributed to the students piece by piece, which are difficult for the students to collect.

2. Discussion of class observations data

Class observations were used to evaluate students’ engagement in the

O

lesson. The class observation was conducted with the three teachers who

joined in the study. They observed the class atmosphere in the specialized

N

topic: Food and health, which is the supplementary lesson for Unit 2:

Ơ

Your body and you in the piloted English 10 textbook, by using Class

H

Observation sheet- Overall class engagement (See Appendix 2). The

N

observers were non-participants in the lesson. The comments showed that the teacher prepared the lesson very carefully. The lessons went smoothly

Q U

Y

and logically because the teacher was keen on the subject she taught.

Generally speaking, students found the lessons more and more interesting, so they got involved in the lessons more and more enthusiastically.

M

Results indicated that overall class engagement significantly

KÈ

increased when the learners took part in the activities (two observers circled number 4 and 5). They also gave comments as follow.

ẠY

“Generally speaking, the classroom atmosphere was positive, with

D

most of the students participating in the activities. It seemed that active learning activities successfully involved the students as the classroom was filled with positive noises. The students enthusiastically talked and worked with their friends in English. However, there were few shy students who listened much more than talked.”

22

“As for engagement, the positive thing to note is the students were quite interested in their speaking or listening to their group members.

Besides, reports from the group leaders also confirmed positive contribution of their group members.”

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Most of students were very concentrated on the activities from the

beginning to the end of the lesson. As for students’ activity level, the

whole class made much effort to join the lessons because the activities were not too much challenging and suitable for students’ level. However,

it seemed that some students were still afraid of speaking. They were

O

reluctant to speak when teacher said she would give mark for students’

N

participation.

Ơ

Regarding the participation of students in the activities, it is possible

H

to say that the participation was generally active, with students feeling

N

interested in the activities. However, in some groups, talking time was dominated by the group leaders and one or two talkative students. Some

Q U

Y

group members were not very self – confident in discussing and sharing ideas, thus, they tended to listen to their classmates and speak only when urged by other students or the teacher. Therefore, participation in some

M

groups could not be regarded as equal.

KÈ

Overall, the results of class observations indicated that active learning

activities made sense in raising students’ engagement in English class.

ẠY

There is no doubt that teacher should apply active learning activities more

D

often to make the classroom exciting and develop students’ competence.

23

CHAPTER 5. CONCLUSION 1. Summary of the study The supplementary materials have been developed to serve needs of

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both teachers and students. For teachers, the materials can be used to revise and assess what has been covered in the lesson. For example, teachers may evaluate the students’ concrete knowledge, comprehension,

and application abilities, which are the desired terminal outcomes of the course. The supplements may be seen as a solution to the obstacles faced

O

by teachers previously when using only the textbook. It may be a way for

teachers to motivate the students to learn and create a good English

N

Foreign Language atmosphere. For students, the materials may draw

Ơ

students’ attention and motivate them to learn in the classroom as

H

supplementary practice for the content covered in their face-to-face

N

course.

Y

All in all, the teachers tend to have positive opinions towards the

Q U

materials used in the study. Students’ motivation was likely to increase, as they were engaged in rich, interesting learning experiences. Moreover, the interviewees agreed that students had good opportunities to use and

M

integrate English communicative abilities (listening, speaking, reading

KÈ

and writing) to interact with their peers via various activities in various situations. In addition, students could use their creativity to do the tasks

ẠY

both individually and collaboratively, which supported their learning.

D

Most important, the supplements met the major set objective, which is to review the main content of Unit 2: Your body and you in the piloted English 10 textbook.

24

2. Conclusions Modern-day students require learning options that are appropriate with the fast-paced world in which they live – though the medium of instruction may be changed, the need for skills has not been altered. Thus,

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it is up to teachers to choose and find new, alternative instructional modes, apart from chalk-and-board and lecture formats, to meet the needs of students and to modify the teaching and learning experience. Active learning can be one good answer to the question, “How do I help my

students to learn?” How it is utilized, however, is very much dependent

O

on the desired educational outcomes. The development of the active

N

learning supplementary materials took into consideration various desired

Ơ

instructional goals, and these informed the final product. This is yet another instructional alternative for teachers and learners, to be used to

N

H

assist in the improvement of learning.

Y

3. Recommendations for further studies

Q U

Based on the results and findings from the study, the following are a number of areas that could be further investigated.

M

First, future studies may be conducted with larger groups of

KÈ

participants who could also assist in confirming the students’ opinions and the effectiveness of the active learning supplements, and

ẠY

experimental evidence of achievement can be gathered.

D

Second, this study should be applied with the students from various

schools to gain different perspectives for comparison and confirm the effectiveness of the materials with various learning styles.

Hopefully, the above recommendations of this study will encourage more researches on developing supplementary materials for students.

25

Further studies should have an insight look into other aspects which have effect on improving the quality of teaching and assessment with the

D

ẠY

KÈ

M

Q U

Y

N

H

Ơ

N

O

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orientation of developing students’ competence.

26

REFERENCES 1. Bonwell, C. C. & Eison, J. (1991). Active learning: Creating excitement in the classroom. ASHE-Eric Higher Education Report No.1.

Washington, DC: The George Washington University, School of

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Education and Human Development

2. Bransford, J. D. (1979). Human cognition: Learning, understanding, and remembering. Belmont, CA: Wadsworth.

3. Fink, L. D. (1999). Active learning. [Online]. Available from: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teac

O

htip/active.htm

4. Jolly, D. and Bolitho R. (1998). A framework for materials writing. In

N

B. Tomlinson (ed). Materials development in language teaching. New

Ơ

York: Cambridge University Press: 90-115.

H

5. Louis Harrison, C. C. (2009). Achieve IELTS Grammar and

N

Vocabulary. Marshall Carvendish Education.

Y

6. McKeachie, W. J. (1998). Active learning. [Online]. Available from:

Q U

http://courses.science.fau.edu/~rjordan/active_learning.htm 7. Meyers, C. & Jones, T. B. (1993). Promoting active learning: Strategies for thecollege classroom. San Francisco: Jossey-Bass.

M

8. Michael Black, W. S. Objective IELTS Intermediate. Cambridge

KÈ

University Press.

9. Nguyễn Văn Cường, Một số vấn đề chung về đổi mới PPDH ở trường

ẠY

THPT - dự án phát triển GDTHPT.

D

10. Prabhu, N.S. (1987). Second language pedagogy. Oxford: Oxford University Press.

11. Richard Hallows, M. L. (2006). IELTS express Intermediate.

Christopher Wenger.

12. Robinson, P. (1991). ESP Today: a practitioner's guide. UK: Prentice-Hall International (UK).

27

13. Stearns, S. A. (1994). Steps for active learning of complex concepts.

College Teaching. 42(Summer 1994): 107-108 14. Tim Falla, P. D. (2013). Solution Advanced Student’s Book. Oxford University Press.

Teaching. Cambridge: Cambridge University Press.

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15. Tomlinson, B. (ed.) (1998) Materials Development in Language

16. Tomlinson, B. (2001). Material development. In R. Carter and D.

Nunan (eds.), The Cambridge guide to teaching English to speakers of 17. https://tusach.thuvienkhoahoc.com/wiki

D

ẠY

KÈ

M

Q U

Y

N

H

Ơ

N

18. https://en.wikipedia.org/wiki/Textbook

O

other languages. Cambridge: Cambridge University Press.

28

APPENDICES Appendix 1 INTERVIEW QUESTIONS (For Teachers) This survey interview is designed for my study “The application

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of some active teaching techniques in teaching supplementary

materials for Unit 2- the piloted English 10 textbook”. Your assistance in fulfilling the following questions is greatly appreciated. Thank you very much for your help.

N

body and you of the main coursebook?

O

1. Do you think the supplements cover the main content of Unit 2: Your

H

Ơ

2. Do you find the activities / tasks in the supplements varied?

N

3. Do you enjoy the activities / tasks in the supplements?

Y

4. How much do you think the activities / tasks can help students

Q U

improve the scores in examinations?

5. In your opinion, do the activities / tasks in the supplements enhance

M

students’ critical thinking skills?

KÈ

6. Do you think the activities / tasks in the supplements promote students’ problem solving skills?

ẠY

7. Do you find the content of the activities / tasks in the supplements

D

suitable for students’ ability?

8. Do you find the content of the activities / tasks in the supplements interesting?

29

9. Do you think the activities / tasks in the supplements create a good atmosphere in class?

10. Do you think the sequences of the activities / tasks are coherent and

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suitable?

11. Are you satisfied with the activities / tasks in the supplements?

12. Do you think the activities / tasks in the supplements help students revise the main content in the main coursebook?

O

13. These are sections in the specialized topic Food and health,the

supplementary materials for Unit 2: Your body and you in the piloted

N

English 10 textbook.

Ơ

Please tick the appropriate box according to the level of satisfaction: Really

Reading Speaking

Like

Really like

Q U

Vocabulary

Neutral

Y

dislike

Dislike

N

Sections

H

1. Really dislike, 2. Dislike, 3. Neutral, 4. Like, 5. Really like

M

Listening

KÈ

Writing

ẠY

14. Please give your suggestions on the task(s) that need improvement.

D

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 30

Appendix 2: CLASS OBSERVATIONS OBSERVATION SHEET - OVERALL CLASS ENGAGEMENT (Adapted from Peacock, 1997) Date __________________

Teacher

Class __________________

________________________

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Observer ________________________

________________________

Unit

________________________

N

Materials

O

No of students present: _______________ Time __________ minutes

H

3 is average mark for any one item.

Ơ

Observation focus: Levels of students engagement generated by the tasks.

N

Instructions:

student;

Q U

Y

This sheet is for observing the class as a whole, not individual

M

Complete this sheet when the lesson is drawing to a close;

KÈ

Circle ONE number of each statement below;

ẠY

Add final comments after the lesson at the bottom of the sheet if you wish;

D

1. Mark how involved in the activities the students are Not very involved 1 2 3 4 5 very involved 2. Mark the levels of students’ concentration on the activities.

Low

1 2 3 4 5 high 31

3. The students are enjoying the activities.

Not really 1 2 3 4 5 very much 4. The students are paying persistent attention to the activities.

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Not really 1 2 3 4 5 very much

5. Mark the students’ activity level (effort/ intensity of application).

Low

1 2 3 4 5 high

O

6. The students find the activities interesting.

N

Not really 1 2 3 4 5 very much

Ơ

7. The activities are challenging for the students.

H

Not really 1 2 3 4 5 very much

N

8. The activities are appropriate for the students.

Q U

Y

Not really 1 2 3 4 5 very much Comments:_________________________________________________ ___________________________________________________________

M

___________________________________________________________

KÈ

___________________________________________________________ ___________________________________________________________

ẠY

___________________________________________________________

D

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 32

Appendix 3: SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU

SECTION 1: VOCABULARY Food 1. Vocabulary reference Places to eat café fast food outlet buffet refectory restaurant

O

Types of food

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TOPIC: FOOD AND HEALTH

N

junk food fast food homemade vegetarian vegan (French/ Italian/ Chinese, etc.)

Ơ

cuisine Food and drink

N

Ways of cooking

H

snack starter main course dessert side dish beverage

Q U

Describing food

Y

fry grill roast boil bake steam

nutrition - calorie carbohydrate fat protein vitamin mineral fiber sugary

M

taste and texture - raw fresh oily tough sour sweet savory bitter spicy tender

KÈ

adjectives - delicious gorgeous heavenly moreish light heavy bland unhealthy 2 Listen to a talk about where to eat on campus and complete the

D

ẠY

notes using words from Vocabulary reference. (Track 40) Types o f cooking:

Italian, Chinese and (1) _____

Places to eat:

1 Uni buffet = a small (2) _____ for (3) _____ like biscuits and tea, coffee and other hot(4) _____ 2 Fair and fast - a fast food (5) _____ for light meals and burgers, which are (6) _____ and are not 33

(7) _____ food.

3 The refectory, that is the university (8) _____You can get a (9) _____- small dishes or(10) _____ with chips or garlic bread as a (11) _____,

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then something sweet for(12) _____

Also (13) _____ meals for people who don’t eat meat, but there isn’t (14) _____ food for people who don’t eat milk or cheese.

Ơ

N

O

3 Label the pictures using words from Vocabulary reference.

Q U

Y

N

H

1. ___________ 2. ___________ 3. ___________ 4. ___________

KÈ

M

5. ___________ 6. ___________ 7. ___________ 8. ___________

D

ẠY

9. ___________ 10. __________ 11. __________ 12. __________

13. __________ 14. __________ 15. __________ 16. __________

34

4 Match the words from Vocabulary reference: Describing food - taste and texture with the definitions. ___________

2 food with too much fat

___________

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1 fruit or vegetables which have recently been picked

3 food which is difficult to eat or takes a long time to eat ___________ 4 having a sharp taste

___________

5 easy to cut and chew

___________

6 having a salty taste, not sugary

___________ ___________

8 having an acid taste like lemon or vinegar

___________ ___________

Ơ

N

9 not cooked

O

7 having a hot taste

H

5 Read the passage and match the words 1-6 with their functions

N

A-F.

Y

Food groups

Q U

Everything we eat is part of one of five food groups. The grain group contains food like bread, rice and pasta. The ingredients in these foods give your body the carbohydrates which it needs for energy; as well as

M

minerals like iron, which helps carry oxygen around the body, and fibre -

KÈ

the part of the grain that helps food to pass through our bodies. The protein group includes: meat, beans, eggs and nuts. We need at least two

ẠY

servings a day from this food, which helps our body to repair itself. The

D

dairy group includes milk and cheese and contains calcium, which makes bones strong. The vegetable group contains different nutrients, especially vegetables that are dark green or orange. Finally, there is the fruit group, which is packed with vitamins like vitamin C, helping protect us from diseases.

35

A helps our body repair itself

2 Minerals

B makes our bones strong

3 Fiber

C give us energy

4 Protein

D helps food pass through our bodies

5 Calcium

E protect us from diseases

6 Vitamins

F carry oxygen around the body

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1 Carbohydrates

Health 1. Vocabulary reference

O

Internal organs

liver kidneys lungs heart intestines brain diaphragm bladder spleen muscle

N

Bones

Ơ

skull spine vertebrae ribs

Y

Diseases

N

hip ankle knee wrist

H

Joints

Q U

arthritis malaria infectious diseases cancer stroke heart disease Alzheimer’s disease HIV / AIDS (Human Immunodeficiency Virus / Acquired Immune Deficiency Cures

M

Syndrome)

KÈ

vitamins holistic medicine conventional medicine pills diet exercise injection operation radiotherapy chemotherapy herbs

ẠY

People

D

surgeon osteopath psychiatrist chiropodist physiotherapist cardiologist paediatrician consultant optician GP (General Practitioner) Places A&E (Accidents and Emergencies) clinic hospice outpatients surgery theatre ward waiting room 36

2 Label the diagrams using words from Vocabulary reference:

O

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Internal organs, Bones and Joints.

N

3 Match the words from Vocabulary reference: Diseases with their

H

Ơ

definitions.

N

1 You can catch these from other people by breathing ______________

Y

the same air.

Q U

2 This is spread by blood or sexual contact.

______________

3 This happens when cells in the body grow ______________ uncontrollably.

M

4 This disease is common in tropical countries where ______________

KÈ

there are a lot of mosquitoes.

5 A sudden attack of the brain which can kill or ______________

D

ẠY

paralyze.

6 A painful disease of the joints.

______________

7 This is usually a disease of older people.

______________

8 This can often be avoided by having a healthy ______________ lifestyle.

37

4 Match the medical problems with the medical people who treat them, using words from Vocabulary reference: People.

1 Your own doctor is not sure what is wrong with you. _____________ 3 You have painful feet.

_____________

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2 You are very depressed and can’t sleep at night.

_____________

4 You have a sick child.

_____________

5 You are having an operation.

_____________

6 You have back pain.

_____________ _____________

O

7 You think you might need glasses.

_____________

9 You are worried about your heart.

_____________

Ơ

N

8 You need to start walking again after a long illness.

H

5 Listen to a talk about Chinese medicine and complete the

N

passage using words from Vocabulary reference: Cures. (Track 43)

Y

Chinese medicine

Q U

In Chinese medicine, a more (1) ______ view of the patient is taken.

Whereas (2) ______ in the West primarily treats the symptoms, or signs, of a disease, the Chinese approach is to consider the whole person. In the

M

treatment of cancer, for example, Fu Zhen therapy uses special (3)

KÈ

______ and (4) ______ alongside modern (5) ______ to strengthen the body’s ability to fight the disease. These herbs can help to counter the

ẠY

negative effects of chemicals used in (6) ______ and can also help them

D

to work more efficiently. The Chinese believe that good (7) ______ and (8) ______ are of greater benefit to health than (9) ______ or (10) ______, and many westerners are now using Chinese medicine in conjunction with modern techniques.

38

6 Complete the sentences using words from Vocabulary reference: Places.

1. When I need advice about my children’s health, I go to the ______ in the high street.

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2. Maria cut her hand very badly, so we had to take her to ______ at the big hospital in the city.

3. After the operation, they put him in a bed in the recovery ______.

4. There is no need for you to stay in hospital any longer. Just come to the ______ department in two weeks’ time, and we’ll give you a

O

check-up.

5. A lot of people have colds at the moment, so the doctor’s ______ is

N

very full.

Ơ

6. I’m afraid he’s really very ill, and they don’t think he’s going to get

H

better, so they’ve found him a peaceful room in the ______.

N

7. The doctor’s ______ is open from 8.30 until 3.00 in the afternoon.

Y

8. The operation will take place in the ______ on the second floor.

D

ẠY

KÈ

M

Q U

Listen and check your answers. (Track 44)

39

SECTION 2: READING 1. Quickly read this article about fast food. Time yourself as you read. (About 580 words)

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FAST FOOD - behind the image We all know what a fast-food outlet looks like and what it serves.

This is because when a big modern business offers fast food, it knows

that we, its customers, are likely to want No Surprises. We are hungry, tired and not in a celebratory mood.

O

The building itself is easy to recognize and designed to be a

N

‘home from home’, on the motorway or in the city. However, the usual things you finds in a restaurant are a little different - tables and chairs are

Ơ

bolted to the floor, and cutlery is either non-existent or not worth stealing.

H

Words and actions are officially laid down, learned by the staff learned

N

by the staff from the handbooks and teaching sessions, and then picked

Y

up by customers in the course of regular visits. Things have to be called

Q U

by their correct names (cheeseburger, large fries); the staff have a script they must learn - you know the sort of thing: ‘Will that be with cheese, sir?’, ‘Have a nice day’ - something I find particularly irritating. The staff

M

wear a distinctive uniform, menus are always the same and even placed in

KÈ

the same spot in every outlet in the chain; price are low, and the theme of

ẠY

cleanliness is repeated endlessly.

The company attempts to play the role of kind and concerned

D

parent. It knows people are suspicious of large corporations and so it tries to stress its love for the children; it often has cottagey-style building for warmth and coziness or large glass walls and smooth surfaces to show cleanliness and modernity. It responds to social concerns, but only if beliefs are sufficiently widely held and therefore ‘correct’. Take, for 40

example, the worry about fat in our diets. Fast-food chains only responded by putting salad on the menu when there was pressure in various countries from doctors and healthy ministers. Some chains are busy at present showing how much they care about the environment, too.

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Fast-food chains know that they are ordinary. They want to be

ordinary and to be thought of as almost inseparable from the idea of everyday food consumed outside the home. They are happy to allow their

customers time off for holidays - Thanksgiving, Christmas and so on - for which they do not cater. Even those comparatively rare holiday times are

O

turned to a profit because the companies know that their favourite

N

customers - families - are at home together then, watching television,

Ơ

where carefully placed commercials will spread the word concerning new fast-food products and re-imprint the image of the various chains for later.

H

Families are the customers the fast-food chains want; good, law-abiding

N

citizens who love their children, teaching them how good hamburgers are

Y

for them. The chains even have very bright lightning to make sure that

Q U

‘undesirable’ people don’t want to come in.

Supplying a hamburger that is perfect in terms of shape, weight,

M

temperature, together with selections from a pre-set list of extras, to a

KÈ

customer who knows what to expect, is a difficult thing to do. The technology involved has meant spending huge sums on research, and

ẠY

there are also political and economic questions to consider - how to maintain supplies of cheap beef and cheap buns. However, the image that

D

is maintained is of a ‘casual’ eating experience. Make up your own mind, but there’s more to a hamburger than just beef in a bread roll.

41

2. Do the following statements agree with the information given in the reading passage? Write if the statement agrees with the information

TRUE

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if the statement contradicts the information

FALSE

if there is no information on this

NOT GIVEN

EXAMPLE:

Customers often choose to eat in fast-food outlets

because they know what to expect. TRUE (See underlined text.)

1

O

Each employee is encouraged by the chain to have his/her own

N

individual way of communicating with customers.

2

Ơ

Fast-food companies started selling salads because of worries about

H

health.

3

N

Salad is one of the more popular choices at certain fast-food outlets

Fast-food companies want to attract people who are too busy to cook

at home.

5

Q U

4

Y

nowadays.

M

There are certain types of customers who are not welcome at

KÈ

fast-food outlets.

6

ẠY

7

Supplying hamburgers to customers is very straightforward.

More money needs to be spent on research into new fast-food

D

technology.

42

SECTION 3: SPEAKING Task 1. Discuss the questions 1. What kinds of fast food are available where you live? How often do you eat them?

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2. What are the pros and cons of fast food?

3. Are young people’s tastes in food becoming more healthy or more unhealthy, in your opinion?

4. How could we encourage young people to have healthier diets?

O

Task 2. Do you agree or disagree with the opinions below 1. Fast food should have health warnings like cigarettes.

N

2. Fast food companies should not be allowed to target children in their

D

ẠY

KÈ

M

Q U

Y

N

H

Ơ

advertising.

43

SECTION 4: LISTENING Task 1: You are going to listen to someone talking about two websites. Look information you are going to listen for.

Websites about Food The History of Rice

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at the questions below and, with a partner, decide what type of

1

Amount of rice produced every year:

2 over __________ tonnes

N

H

drinks,

Day museum closed:

glue

and

__________

5

Q U

Date museum opened:

Y

N

Yokohama Noodle Museum

3 __________ calories

Ơ

Number of calories in one serving of rice: Three things you can make from rice:

__________ years ago

O

Rice first grown:

__________

6 __________

M

Souvenir shop:

KÈ

on 7 __________

Number of noodle shops in the theme park:

old 8 __________

ẠY

9

Journey time by train from Tokyo:

__________

D

10 __________

Now listen to the recording and complete the notes. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

44

4

ẠY

D

KÈ M Y

Q U N

Ơ

H

N

FF IC IA L

O

Task 2:

45

SECTION 5: WRITING Describing processes Task 1: Look at the diagram below and decide which of the following a. The diagram shows the human digestive process.

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summary sentences is best. b. The diagram shows how food is taken to the stomach.

D

ẠY

KÈ

M

Q U

Y

N

H

Ơ

N

O

c. Human digestion takes a long time.

46

Task 2: The following is a description of the process of food digestion.

When you write about a process it is important to make sure you give the information in the right order. Put the sentences A-G in order and then use the best sequencing word in each space. then

next

finally

after

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first of all

A. The resulting mass is __________ swallowed and is passed through the throat into the oesophagus. The oesophagus is a long tube which

connects the throat with the stomach. It uses muscle action to send the

O

food mass to the stomach.

B. __________ passing through the small intestine, the food enters the

N

large intestine, where water is removed and there are bacteria to help in

Ć

the digestion progress.

H

C. __________, food in the mouth is broken down by the process of

N

chewing with the back, teeth and then by the action of enzymes.

Y

D. __________, waste material is excreted.

Q U

E. Here it is mixed with a chemical called bile, which is produced in the liver.

F. __________, the food mass mixes in the stomach with gastric acid,

M

which breaks down the food further and helps digestion.

KĂˆ

G. From the stomach, the partly digested food goes into the small

D

áş Y

intestine.

47

ANSWER KEY SECTION 1: VOCABULARY Food

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Activity 2 1 British

5 outlet

9 starter

12 dessert

2 café

6 homemade

10 a main course 13 vegetarian

3 snacks

7 junk

11 side dish

4 beverages

8 restaurant

O

14 vegan

N

Audio scripts: (Track 40)

Ơ

...and as we approach the main atrium you can see some people walking

H

about with sandwiches and coffee. The food court is located here and you

N

can get most things here - from snacks and light meals to a full three-course meal, and there are lots of different cuisines to choose from:

Y

Chinese, Italian and of course British. So let me tell you a bit more about

Q U

what you can get here. Over there is the uni buffet - it’s a small cafe where you can get snacks like a chocolate bar, or biscuits. You can also

M

get tea, coffee and other hot beverages or drinks - it’s great when you’re

KÈ

running out of one lecture to get to another and you need to eat something quickly. Next to it is the Fair and fast food - it’s a fair trade fast food outlet and sells sandwiches, salads, light meals, even homemade

ẠY

hamburgers, which are very good by the way and are made by Melissa

D

over there. There’s no junk food here, though, even the burgers are

healthy. Finally, on D floor we have the university refectory - that is, the university restaurant, you can get a three course meal here, or a starter -

something small like a soup before the main meal - - or main course where you have a choice of full meals and side dishes like garlic bread or 48

chips to go with the main meal, and of course a sweet or dessert to finish off your meal. People who don’t eat meat can get a vegetarian meal, but for people who don’t eat meat or dairy products like milk and cheese Activity 3

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vegans, that is - there isn’t really a great choice of vegan food.

1 bake

5 fast food

9 Italian cuisine

13 side dish

2 beverage

6 fry

10 junk food

14 steam

3 boil

7 grill

11 refectory

4 fast-food outlet

8 homemade

12 roast

2 oily

5 tender

3 tough

6 savoury

N

Y Q U

2F

3D

M

1C

O

Ơ

4 bitter

H

1 fresh

Activity 5

16 vegetarian

N

Activity 4

15 vegan

4A

7 spicy 8 sour 9 raw

5B

6E

KÈ

Health

Activity 2

6 liver

11 skull

15 hip

2 lung

7 kidney

12 vertebrae

16 wrist

3 heart

8 spleen

13 ribs

17 knee

4 muscle

9 intestines

14 spine

18 ankle

D

ẠY

1 brain

49

5 diaphragm

10 bladder

Activity 3 5 stroke

2 HIV / AIDS

6 arthritis

3 cancer

7 Alzheimer’s disease

4 malaria

8 heart disease

4 paediatrician

2 psychiatrist

5 surgeon

3 chiropodist

6 osteopath

7 optician

N

1 consultant

O

Activity 4

H

Ơ

8 physiotherapist

Q U

Y

1 holistic

6 chemotherapy 7 diet

3 vitamins

8 exercise

KÈ

M

2 conventional medicine

4 herbs

9 cardiologist

N

Activity 5

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1 infectious diseases

5 radiotherapy

9 pills 10 injections

ẠY

Audio scripts: (Track 43)

D

In Chinese medicine, a more holistic view of the patient is taken.

Whereas conventional medicine in the West primarily treats the symptoms, or signs, of a disease, the Chinese approach is to consider the whole person. In the treatment of cancer, for example, Fu Zhen therapy uses special vitamins and herbs alongside modern radiotherapy to 50

strengthen the body’s ability to fight the disease. These herbs can help to counter the negative effects of chemicals used in chemotherapy and can also help them to work more efficiently. The Chinese believe that good diet and exercise are of greater benefit to health than pills or injections, with modern techniques.

Activity 6 1 clinic

3 ward

5 waiting room

2 A&E

4 outpatients

6 hospice

FF IC IA L

and many westerners are now using Chinese medicine in conjunction

7 surgery

O

8 theatre

N

Audio scripts: (Track 44)

1 When I need advice about my children’s health, I go to the clinic in the

Ơ

high street.

N

hospital in the city'.

H

2 Maria cut her hand very badly, so we had to take her to A&E at the big

Y

3 After the operation, they put him in a bed in the recovery ward.

Q U

4 There is no need for you to stay in hospital any longer. Just come to the outpatients department in two weeks’ time, and we’ll give you a check-up.

5 A lot of people have colds at the moment, so the doctor’s waiting room

M

is very full.

KÈ

6 I’m afraid he’s really very ill, and they don’t think he’s going to get better, so they’ve found him a peaceful room in the hospice.

ẠY

7 The doctor’s surgery is open from 8.30 until 3.00 in the afternoon.

D

8 The operation will take place in the theatre on the second floor.

51

SECTION 2: READING Answers: 1 FALSE- Words and actions are officially laid down, learned by the staff learned by the staff from the handbooks and teaching sessions

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2 TRUE- Fast-food chains only responded by putting salad on the menu

when there was pressure in various countries from doctors and healthy ministers.

3 NOT GIVEN- (The text says that salad is on the menu, it doesn’t say

O

anything about its popularity.)

N

4 NOT GIVEN- They want to be ordinary and to be thought of as almost

Ơ

inseparable from the idea of everyday food consumed outside the home.

They are happy to allow their customers time off for holidays -

H

Thanksgiving, Christmas and so on - for which they do not cater. (There

N

is no mention of people being too busy to cook.)

Y

5 TRUE- The chains even have very bright lightning to make sure that

Q U

‘undesirable’ people don’t want to come in.

6 FALSE- Supplying a hamburger that is perfect in terms of shape,

M

weight, temperature, together with selections from a pre-set list of extras,

KÈ

to a customer who knows what to expect, is a difficult thing to do.

7 NOT GIVEN- The technology involved has meant spending huge sums

ẠY

on research (There is no mention of money that needs to be spent in the

D

future.)

52

SECTION 3: SPEAKING Task 1. (Students’ own ideas) Task 2. Teachers’ suggesting questions: 1. Fast food should have health warnings like cigarettes.

- What should be written on the health warnings?

- How can be health warnings work?

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- Who decides what is written on the health warnings?

- When should they be introduced- immediately or in stages?

- Where should the health warnings be placed?

O

- Why are they necessary?

2. Fast food companies should not be allowed to target children in their

N

advertising.

Ơ

- Who is worried about fast food companies advertising to children?

H

- What kind of advertising might be acceptable?

N

- Why should fast food companies be able to freely advertise?

Y

- When should fast food companies not advertise on TV?

D

ẠY

KÈ

M

Q U

- How should advertising be controlled?

53

SECTION 4: LISTENING Task 1: Key: 2. Tuesday

3. 550 million

4. first/ 1st

5. 103

6. ads/ adverts/ advertisements

7. clothes

8. 8/eight

9. March 1994

10. 45 minutes

Recording script

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1. 5000

Today on the food programme, I’m going to be telling you about two

O

interesting websites which give you information about two very

important food- rice and noodles. First of all, let’s look at the Pagewise

N

website. This site will tell you all about the history of rice, about the rice

Ơ

harvest, the different types of rice, how to cook it and what else can you

H

do with it. For example, did you know that rice belongs to the grass

N

family and was first grown about 5,000 years ago in India? It was

Y

introduced into Europe about 700 years ago and arrived in the USA in

Q U

1726. Nowadays, more than 550 million tonnes is produced around the world each year, 92% of that being produced in Asia.

Rice is the staple food for the majority of the world’s population- that

M

is, far more meals are based on rice than on anything else. It is naturally

KÈ

fat- and sodium- free, and one serving has only103 calories, so it’s very

good for you. Interestingly, although rice isn’t as rich in vitamin C as the

ẠY

potato, for example, it is less fattening. Now, I always find rice difficult

D

to cook, but the best way, apparently, is to keep the lid on the pan when you boil it- this will keep the steam in and produce perfect rice every time.

One interesting thing to note is that European and American rice, which is grown in dry field, absorbs a lot more water than in Asian rice, which is grown in flooded fields. Now, other things you can do with rice besides 54

eat it: you can make drinks from it, glue to stick paper together with and also you can make clothes from it!

Moving on now to the Japanese Food Page. There you can find out about the history of the noodles at the Yokohama Noodle Museum site.

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Noodles can be made from rice or wheat and are the fast food of Japan.

There are more noodle shops in Japan than in any other kind of restaurant.

According to this website, noodles make one of the quickest and least expensive meals- much quicker than a rice dish, for example.

The museum, which opened in March 1994, sounds like it’s well

O

worth a visit if you go to Japan. It is more than just an ordinary museum-

it’s part theme park and part restaurant. And it stays open later than most

N

museums- from 11.00 a.m. to 11.00 p.m., with the last admission being

Ơ

10.00 p.m. The museum is open every day except for Tuesday, with

H

Sunday being the busiest day and Thursday being the least busy.

N

The first floor of the museum has a souvenir shop, and you can buy

Y

noodle- related objects online as well. It sells bowls for eating noodles

Q U

out of, equipment for making noodles- even curtain with pictures of noodles on them! There are empty noodle packets on the walls for decoration, and overhead TV show adverts for noodles from the past 25

M

years. You can see a display showing how noodle are made and also one

KÈ

giving the history of the noodle.

On two underground levels, there is a historical theme park with

ẠY

shops, houses ans restaurants from the year 1958. There are also eight

D

different noodle shops serving ten different types of noodle. If you want

to go, you can get there by train. The museum is only a three- minute walk from JR Shin- Yokohama railway station. Shin- Yokohama is about 45 minutes from Tokyo.

On the programme next week, we’ll be …

55

Task 2: Key: 1. windpipe

2. oxygen 3. nutrients

4. remove waste 5. (kind of) bag

Recording script Good morning, ladies and gentlemen. Welcome to medical school.

FF IC IA L

First, let us remind ourselves of the reason we are all here- the human body.

The human body survives on air, food and water. These are processed

by several organs, which are all located in the main, central part of the body, which is known as the torso. Today we’ve only got a plastic model

O

of the human torso. You’ll have to wait a while before we let you get your hands on the real thing!

N

OK, let’s look how this thing works. Air enters the body through the

Ơ

mouth and nose and is carried to the lungs through the trachea, commonly

H

known as the windpipe. The lungs- and there are two of them, one on the

N

left, one on the right- take oxygen from the air and put it into the blood.

Y

This oxygen- carrying blood is then pumped around the body by the heart,

Q U

via a series of tubes known as arteries and veins. Please note the location of the heart. It is in the center of the chest, not on the left as we often imagine!

M

Now, in the lower part of the torso, the abdomen, we find a series of

KÈ

long tubes. These are your intestines, and again you have two of them: a small intestine and a large intestine. The job of the intestine is to absorb

ẠY

nutrients from food you have eaten earlier and collect waste material

D

before it is excreted. It usually takes food about 24 hours to pass through the intestine.

Above the intestine is the liver. The liver is a large organ and has the important job of separating toxic from useful substances. The kidneys remove waste and pass it into the urine. The kidneys are located behind

the intestine- and I think you can just see them at the back of either side 56

there. Down at the bottom here, we have the bladder, a kind of bag where urine is collected. The bladder is emptied of urine when we urinate.

OK. Any questions so far?

SECTION 5: WRITING

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Task 1: Answer: a Task 2: Answers C

First of all

2

A

then

3

F

Next

4

G

5

E

6

B

After

7

D

Finally

D

ẠY

KÈ

M

Q U

Y

N

H

Ơ

N

O

1

57

Appendix 4: LESSON PLAN Date of preparation: Date of teaching:

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Period 1:

SUPPLEMENTARY MATERIALS FOR UNIT 2: YOUR BODY AND YOU

O

TOPIC: FOOD AND HEALTH

Ơ

By the end of this lesson, students can:

N

A. Aims and requirements

H

- Use lexical items related to the topic Food and health

N

- Read for specific information about the benefits drawbacks of fast food

Q U

Y

- Exchange opinions about fast food and healthy diet - Listen to information about two websites about food and the model of

M

human torso and fill in the notes.

KÈ

- Write about the human digestive process B.Teaching method: Communicative approach

ẠY

C. Teaching aids

D

- Projector, laptop, speakers, board, chalks, A0 paper, crayons, pictures, notebook and handouts.

D. Procedure

58

SECTION 1: VOCABULARY- FOOD I. Class organization Check attendance, arrange class setting such as position of desks and chairs for group discussion, turn on laptop, speaker and projector, stick

FF IC IA L

pictures on the walls around the class II. Checking the old lesson (2 minutes)

- Ask students “What have you learned in Unit 2- Your body and you?”

O

III. New Lesson

Students’ activities

Ơ

Aim: To review the topic of the Unit 2:

N

Teacher’s activities

H

Your body and you, introduce

N

vocabulary about the topic “Food”

which relates to the knowledge in the

Q U

Y

unit.

Lead-in: Brainstorming and

M

mind-mapping technique (8 minutes) - Divide class into 4 groups, give each

KÈ

group a A0 paper

- T asks students to work in groups and brainstorm as many words as possible

- Brainstorm topic relating to topic

relating to the topic “Food”

“Food”

- Ask them to demonstrate their ideas in

- Create a mind map on a A0 paper to

forms of a mind map.

demonstrate the ideas

- Ask members of each group to go to

- Go to the board to present words in

ẠY D

- Work in groups

59

the board and present their words

the mind map

- Count the numbers of correct words in each group and decide which group is

FF IC IA L

the winner.

New lesson 1. Pre- teach vocabulary (8 minutes) - Introduce Vocabulary reference on the

- Look at the Vocabulary reference

- Play the listening recording and ask

- Listen to the listening recording and

N

O

slide

students to listen and repeat

Ơ

speak aloud the words - Listen and take note the meanings of

ask students to take note

words

N

H

- Explain the meaning of new words,

Q U

minutes)

Y

2. Activity 1: Art gallery technique (6

- Stick 16 pictures expressing 16 words

M

from Vocabulary reference around the

KÈ

class like an art gallery Italian cuisine

beverage

junk food

boil

refectory

fast-food outlet

roast

fast food

side dish

D

ẠY

bake

60

steam

grill

vegan

homemade

vegetarian - Work in groups

- Divide class into 4 groups, deliver

FF IC IA L

fry

each groups a set of 9 cards of different colors, each of which contains 1 word corresponding to each picture

- Discuss and go round to stick as fast

group and then stand up and go around

as possible

H

- Ask the whole class to check if the

N

corresponding picture.

Ơ

the class to stick the cards next to the

O

- Ask students to discuss within their

- Look at the words ans speak out

Y

aloud the right words

N

words are placed correctly and speak

Q U

3. Activity 2: Think- Pair- Share techniques (9 minutes)

M

- Ask students to look at the handout

- Look at the handout

KÈ

and listen to a talk about where to eat on campus then complete the notes using

ẠY

words from Vocabulary reference

D

- Give students 30 seconds to look through the questions and guess what information should be filled in the blank

- Read the instruction and guess what kinds of information should be filled in the blanks (noun/ verb/ adjective/ name/ place/ number …)

61

- Play the listening recording twice

- Listen carefully to the recording

- Ask students to work in pairs to share

- Compare the answers with a partner

their answer with a partner

and discuss the most suitable one

FF IC IA L

- Call one student to write his answer on - Go to the board to display the final the board

answer

- Check the answer with the whole class

- Listen to teacher and write down the correct answer

O

Key:

N

1 British

9 starter

3 snacks

10 a main course

4 beverages

11 side dish

5 outlet

12 dessert

Ơ

2 café

H N Y Q U

8 restaurant

6 homemade 13 vegetarian

D

ẠY

KÈ

M

7 junk

62

14 vegan

4. Activity 3: “Asking experts” technique ( 8 minutes) - Invite 5 volunteers or assign some students if no one raises his hand to - Volunteer to go to the board to be an form a group of nutrition experts - Divide the rest of the class into 4 groups

FF IC IA L

expert in nutrition - Sit in groups

- The expert group is given handouts - Quickly read the handouts to find out containing a reading passage about food the necessary information knowledge

about

their

N

specialized

O

groups. They read the passage to gain

Ơ

major.

- The other four groups are given the - Discuss in groups to find the answer

H

handouts containing questions only. to the question

Y

nutrition with the functions

N

They discuss in groups to match the

Q U

- After 2 minutes discussing, an "expert" group leader (or teacher) will conduct

- Raise questions to ask nutrition experts and discuss with the whole class

M

the counseling session, invite students in Key: 1C 2 F 3D 4 A 5 B 6 E the class to ask questions and then invite

KÈ

the "expert" to answer

ẠY

IV. Consolidation (3 minutes)

D

- Summarize the main points “Today we have studied the supplementary materials for Unit 2: Your body and you which focuses on the vocabulary about food. After the lesson, you know words referring to places to eat, types of food and drink, ways of cooking, different kinds of nutrition and their functions.

63

- Check how many words in the lesson the students have remembered by “Charades” application ( “In other word” technique). Students in the class have to use other ways to help their friend guess as many words as possible.

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V. Homework (1 minutes)

- Ask students to learn by heart new words in the handout

- Ask student to design a healthy diet based on the knowledge from the lesson

O

Notes after teaching:

N

……………………………………………………………………………

Ơ

……………………………………………………………………………

H

……………………………………………………………………………

N

……………………………………………………………………………

Y

……………………………………………………………………………

Q U

…………………………………………………………………………… ……………………………………………………………………………

D

ẠY

KÈ

M

……………………………………………………………………………

64