SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG PTDTNT THPT NỘI TRÚ SỐ 2 NGHỆ AN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI: RAISING THE GRADE 10 STUDENTS’ SENSE OF RESPONSIBILITY FOR TACKLING CLIMATE CRISIS THROUGH POST-READING ACTIVITIES Lĩnh vực: Tiếng Anh Tác giả: Lê Sa Nguyễn Thị Thu Đơn vị: Trường PTDT NT THPT Nội Trú số 2 Nghệ An Thời gian: 2023-2024 INDEX PART 1: INTRODUCTION ____________________________________________1 II. AIMS OF THE STUDY ____________________________________________2 III. SCOPE OF THE STUDY __________________________________________2 PART 2: CONTENT _________________________________________________4 I. Definition of sustainability and United Nation sustainable development goals.
Definition of responsibility and sense of responsibility _____________________5 3. Definition of climate crisis _________________________________________5 3. Consequences of climate crisis ______________________________________5 3. Post- reading activities ______________________________________________7 4.
Definition of post-reading activities __________________________________7 4. Benefits of using post-reading activities to improve the students' sense of responsibility for tackling climate crisis __________________________________7 4. Some principles for choosing post-reading activities to raise students' sense of responsibility for tackling climate crisis __________________________________8 II. Situation of students' sense of responsibility for tackling climate crisis at my school.
Situation of teaching the students sense of responsibility for tackling climate crisis at my school. Situation of learning English and teaching post-reading in English lessons at my school. The textbook ______________________________________________________9 III. Survey and the results _____________________________________________10 2.
Findings from the survey. SOLUTIONS AND IMPLEMENTATION ____________________________12 1. Activity 1: Using discussions ________________________________________12 1. Sample application 1 - Unit 1: Family life ____________________________12 1.
Activity 2: Making a plan/ calendar ___________________________________18 2. Activity 3: Holding a contest ________________________________________22 3. Activity 4: Making role-play _________________________________________25 4. RESULT AND COMMENT_________________________________________30 5.
Comments _____________________________________________________31 PART 3: CONCLUSION _____________________________________________33 PART 4: SURVEY ON THE URGENCY AND FEASIBILITY OF RAISING THE GRADE 10 STUDENTS’ SENSE OF RESPONSIBILITY FOR TACKLING CLIMATE CRISIS THROUGH POST-READING ACTIVITIES. Aims of the survey ________________________________________________36 2. Scope of the survey ________________________________________________36 3. Survey and assessment _____________________________________________36 3.
Method and assessment ___________________________________________37 4. The results and findings _____________________________________________37 REFERENCE______________________________________________________39 APPENDICES Appendix 1: BEFORE INTERVENTION SURVEY STUDENT’S CLIMATE CHANGE ATTITUDE SURVEY Class:……………………………… Sex: male / female Years of learning English:………. Climate change is the most alarming global issue that attracts attention to the man, the governments, international organizations. Daily newspapers, broadcasts, the Internet, mass media have been talking about climate change and its serious consequences on the whole world.
Although climate change is a global issue, its root cause lies in the sum of our individual actions. Therefore, we have been trying to carry out effective activities with the aims of raising students’ sense of responsibility for tackling climate crisis in post-reading stage in Tieng anh 10 Please answer the following questions by circling the options you choose (A, B C or D) to show your attitude about climate change. Question 1: I believe there is evidence of global climate change A. Agree Question 2: We cannot do anything to stop climate change.
Agree Question 3: There is not much I can do that I can help solve climate change. Agree Question 4: The actions of individuals can make a positive difference in global climate change. Agree Question 5: I can do my part to make the world a better place for future generations. Agree Question 6: I am hopeful we can solve our climate crisis.
Agree Question 7: It is interesting for us to learn about climate change in the English lessons. Agree Thank you for your co-operation. Appendix 2: AFTER INTERVENTION SURVEY STUDENT’S CLIMATE CHANGE ATTITUDE SURVEY Class:……………………………… Sex: male / female Years of learning English:………. Climate change is the most alarming global issue that attracts attention to the man, the governments, international organizations.
Daily newspapers, broadcasts, the Internet, mass media have been talking about climate change and its serious consequences on the whole world. Although climate change is a global issue, its root cause lies in the sum of our individual actions. Therefore, we have been trying to carry out effective activities with the aims of raising students’ sense of responsibility for tackling climate crisis in post-reading stage in Tieng anh 10 Please answer the following questions by circling the options you choose (A, B C or D) to show your attitude about climate change. Question 1: I believe there is evidence of global climate change A.
Agree Question 2: We cannot do anything to stop climate change. Agree Question 3: There is not much I can do that I can help solve climate change. Agree Question 4: The actions of individuals can make a positive difference in global climate change. Agree Question 5: I can do my part to make the world a better place for future generations.
Agree Question 6: I am hopeful we can solve our climate crisis. Agree Question 7: It is interesting for us to learn about climate change in the English lessons. Agree Thank you for your co-operation. REASONS FOR CHOOSING THE TOPIC Climate change is one of the most alarming current issues that human being is experiencing.
From day to day, news on TV, the Internet, radios has earnestly and continuously warned about climate change and its consequences. It has severely negative impacts on all aspects of the life. In fact, the man is being put in a case of emergency because of global warming, whose most obvious consequences are horrible natural disasters such as the degradation of ecosystems, the loss of biodiversity, the depletion and destruction of essential resources, pollution of all kinds, extreme poverty for billions of human beings. These problems have been caused mainly by the man’s lack of knowledge and senses of responsibilities.
Therefore, a lot of challenges about climate crisis are being faced for authorities, leaders and the man. Being one of the basic pillars of the social development, education is considered as the prerequisite element of sustainable development and plays an important role in tackling climate crisis. As teachers of English at a high school, we have learned that the ideal target of education is make the society sustainable development and equality. Therefore, in teaching process, teachers should be toward education for sustainable development goals such as healthy life, gender equality, climate crisis and its impacts, etc.
In these tasks, teachers take main responsibilities for guiding and educating students who are the hosts of the future. However, global issues seem not to be concerned reasonably in schools and integrated in the curricula. Therefore, students lack awareness of global issues and don’t get involved in them in the daily life. For examples, climate crisis is rarely referred to and discussed about at classes.
As a result, education for tackling climate crisis at my school has not been practical and effective. One of the most basic causes may be that climate change is rarely taught and warned everyday. In addition, it is not focused on in every lesson they have learned in classes. Whereas, it is obviously possible to educate students to tackle climate crisis through different subjects such as: Geography, Civic Education, Literature, Biology, English, … Another reason is that enjoying the life, the students themselves seem to be insensible of the climate change issue.
A big question is that how can we raise the students’ awareness and sense of responsibility for climate change in the daily life and ensure the continuity of sustainable economic, social, and environmental systems for future generations? This requires that we should combine both teaching knowledge, language skills and tackling the climate crisis into language classroom during teaching process. As a matter of fact, the post-reading stage of a reading lesson is commonly known as the closing of a lesson. At this stage, teachers usually use available post-reading activities in the textbooks to make sure that the students can apply the learned knowledge into other productive skills, namely speaking and writing. However, these activities are not effective and toward education for sustainable development goals 1 because they are mainly centered on the topics of the units but not on the transcendent issues of the real life which the man is being concerned.
As far as we learn, post-reading stage is a wonderful opportunity to apply the activities to improve the students’ sense of responsibility for climate change without time-consuming. By this way we can transform the students’ awareness, attitude and behaviors in their green routines to achieve sustainable development goals. For the reasons above, from the beginning of the school year 2022-2023, we have carried a study which has changed the ways we used to teach post-reading with the topic " Raising the grade 10 students’ sense of responsibility for tackling the climate crisis through post-reading activities ". Hoping that with these experiences teaching post-reading at my school will become more flexible and our students will be more responsible for tackling climate crisis.
AIMS OF THE STUDY - To improve the grade 10 students’ sense of responsibility for tackling climate crisis, take practical actions to have a better life and form the students’ green routines through post-reading activities in reading lessons. SCOPE OF THE STUDY - Focus on post-reading activities of the reading lessons in the textbook Tieng Anh 10 2 PART 2: CONTENT I. Definition of sustainability and United Nation sustainable development goals. Sustainability is integration of environmental, social, human and economic goals in policies and activities; equal opportunity and community participation/sustainable community; conservation of biodiversity and ecological integrity; ensuring inter- generational equity; recognizing the global integration of localities.
United Nations Sustainable Development Goals The Sustainable Development Goals are a set of 17 global goals adopted by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development. The SDGs aim to end poverty, fight inequality, and address climate change, while promoting peace, justice, and sustainable development worldwide. The goals build on the Millennium Development Goals and include a broader range of issues such as economic growth, infrastructure, and innovation. The Sustainable Development Goals are far from perfect but they are a great educational framework.
Teacher had better focus on these goals to design the activities so as to guide students to develop the sustainable future. The Sustainable Development Goals are a universal call to action to transform the world and ensure that no one is left behind. To integrate climate change into teaching process and get students connected to the planet, the teacher can base on some Sustainable Development Goals below: 4 Although human-caused climate change is a global problem, its root cause lies in the sum of our individual actions. Actions to address climate change are already happening all around us.
The multifaceted nature of solutions and adaptations offers many avenues for exploring these topics in the classroom. Types of actions to reduce climate change can take many forms, such as emissions avoidance, land use changes, water and energy and food consumption, or sequestration of greenhouse gases. The scale of actions can range from an individual to a community, to a nation, or international organizations. Definition of responsibility and sense of responsibility Responsibility is defined as the state or fact of having a duty to deal with something or of having control over someone; the state or fact of being accountable or to blame for something; the opportunity or ability to act independently and take decisions without authorization; a thing which one is required to do as part of a job, role, or legal obligation.
Responsibility is the burden someone is obligated to fulfill in order to meet a particular need. Someone’s level of meeting his responsibilities shows how trustworthy he is, particularly if he consistently meets his responsibilities. A sense of responsibility is an awareness of one’s obligations; it’s like doing what we are supposed to do. It can be defined as a general conscious awareness; "a sense of security"; "a sense of happiness"; "a sense of danger"; "a sense of self".
Definition of climate crisis In 1988, National Aeronautics and Space Administration (NASA) scientist James Hansen drew attention to the heating of the Earth’s temperature, otherwise known as the ‘greenhouse effect’ or climate change (see Washington Post, 3 August 2012).