I.

Introduction

Critical thinking is the ability to analyze, evaluate, and synthesize

information from various sources and perspectives, and to use it to form logical
and well-reasoned judgments. Critical thinking is essential for effective
communication, problem-solving, and lifelong learning.
In this response, I will use the textbook Tiếng Anh 10 - Global Success, published
by the Vietnam Ministry of Education and Training in 2022, as the main source of
materials for the activities. This textbook follows the national curriculum for
English education and covers 10 units with various topics and skills. The textbook
also includes a workbook, a teacher’s book, and audio files. I will attach the
relevant unit (page, text) from the textbook in the appendices.
The activities that I will design are based on the principles of critical thinking
education, such as:
● Encouraging students to ask questions, challenge assumptions, and seek
evidence
● Providing students with authentic and meaningful tasks that require them
to apply their knowledge and skills in real-world situations
● Engaging students in collaborative and cooperative learning, where they
can exchange ideas, opinions, and feedback with their peers and teachers
● Developing students’ meta cognitive skills, where they can monitor and
reflect on their own thinking and learning processes
● Assessing students’ critical thinking skills using various methods and
criteria, such as rubrics, portfolios, and self-assessment

The activities are also aligned with the objectives and outcomes of the textbook,
which aim to develop students’ language proficiency and intercultural
competence. The activities are designed to integrate the four language skills
(listening, reading, speaking, and writing), as well as culture and critical thinking,
in a holistic and interactive way.
II. Activity

READING
Activity 1:
Aim: This activity is for secondary students to practicing reading skills
and develop critical thinking , specifically to help students identify and
analyse the author’s intention and perspective, and to use textual
evidence to support their reasoning, help students synthesise and
evaluate the information in the text, and to relate it to the overall
message or theme of the text and understand and apply figurative
language, and to explore the implications and assumptions of the
author’s argument.
Procedure: In this activity , Students are asked to work individually,
they will read the text and select the answer with teacher’s instruction
For Qs 1: students are asked to read the text carefully and look for clues
that indicate the author’s purpose, such as the title, the introduction,
the tone, the word choice, and the conclusion.
For Qs 2: students are asked to read the last paragraph again to
summarise the conclusion they can draw from this point or claim and
explain how this conclusion supports or challenges the main idea of the
text, and to provide evidence from the text to justify their explanation.
For Qs3: students are asked to think about the literal and figurative
meanings of the phrase “What goes up must come down”
Reading the text about Storing electricity. Select the best response to the
questions and mark the letter A,B,C or D.
STORING THE ELECTRICITY…GREEN CHALLENGE
As the world moves fast towards renewable sources of energy, engineers are
facing a big challenge. How can we store electricity to be used at times when the
wind is not blowing and the sun is not shining? In some cases the answer will be
batteries; but in other cases it could come from a variety of different solutions –
starting with gravity.

Everything will fall to the ground if it can do so, because there is a massive force
that pulls things towards the centre of the earth. Newton decided to call this
force "gravity", a word that then just meant "weight".
 Engineers have used gravity as a source of power for centuries, long before
Newton first explained it. In particular they used gravity to move water from one
place to another, to irrigate fields and bring water to cities. They knew that water
would flow downhill, but never uphill, so they built structures, such as Roman
aqueducts, to use the force of gravity most effectively.
In 1907 , engineers in Switzerland first used gravity for a new purpose: to store
energy. Applying the principle that "What goes up must come down", they used
surplus hydroelectric power to pump water up a hill, where they stored it in a
lake. Then when they needed more electricity, they let the water come back
down the hill, driving electric turbines as it fell. The idea was just so simple, and it
is now used in many parts of the world. However the problem is that "pumped
storage" hydro schemes can't be built just anywhere, as they need lots of water
and big hills or mountains.
A more recent idea adapts the principle of pumped storage so that it can be used
almost anywhere in the world. Instead of water and a mountain, some modern
gravity systems use water, or big blocks of concrete, and a tower. A tower can be
built anywhere, such as beside a solar farm where it can produce electricity when
the sun is not shining. During the day some of the sun's energy is used to lift a
heavy weight to the top of the tower; then during the night, the weight comes
slowly back down to the ground, driving electric generators as it falls.
The system is so simple, and it's also very green. It does not use chemicals or
rare metals, and towers can be built anywhere. Experts think that energy storage
towers will last for 50 years or more.... while batteries only last for a few years.
Another idea that is being developed is to use old coal mines. There are old coal
mines with big vertical shafts all over the world; there are mines with shafts that
are over 1000 metres deep.
Some experts believe that gravity systems are the cheapest way to store
electricity. Gravity-stored electricity is maybe half the price of battery-stored
electricity, but even so it is not cheap; in order to make gravity more effective, we
would need to increase its force – and that, of course, it quite impossible.

Question 1: What can you infer about the author’s purpose for writing this text?
A) The author wants to persuade the readers to use gravity as a source of energy.
B) The author wants to inform the readers about the history and applications of gravity.
C) The author wants to entertain the readers with stories and anecdotes about gravity.
D) The author wants to challenge the readers to think critically about gravity.
Question 2: What conclusion can you draw from the information in the last paragraph?
A) The modern gravity systems are more efficient and versatile than the “pumped
storage” hydro schemes.
B) The modern gravity systems are more expensive and complicated than the “pumped
storage” hydro schemes.
C) The modern gravity systems are more suitable and accessible than the “pumped
storage” hydro schemes.
D) The modern gravity systems are more innovative and experimental than the “pumped
storage” hydro schemes.
Question 3: How do you interpret the phrase “What goes up must come down” in the
context of this text?

A) It means that everything that rises will eventually fall due to the force of gravity.

B) It means that everything that is stored will eventually be used due to the demand for
energy.

C) It means that everything that is lifted will eventually be lowered due to the principle
of energy storage.

D) It means that everything that is created will eventually be destroyed due to the law of
entropy.

Answer key: 1. B, 2. C, 3. C
CULTURE:
Activity : Class discussion
Aim: This activity is for secondary students to gain cultural knowledge for broaden
their horizon and develop the critical thinking.
Procedure: Students are asked to work in groups (3-4 members) and discuss the
following questions related to gender equality:
-Each group present their opinion/ agreement/disagreement/partly… and prove
their perspective true by providing facts, evidence, arguments,etc to support
-Respresentative of each group will present the idea
-After the whole class complete discussing, teacher ask student do reflection on
what they have learned from cultural-theme question in terms of attitude,
knowledge and behavior.

Questions and images:

1. “In East and Southeast Asia countries, Men is more dominant in the field of
sport than women, espcially football”. Do you agree?
2. There are saying that “ Men build the house and women make it home”.
How do you think about that saying? Is ist true for nowadays?

3. Why does the gender discrimination still exist in the Middle East, especially
Islamic countries?
4. Do you think men should be a breadwinner instead of women?
Speaking
UNIT 9: PROTECTING THE ENVIRONMENT
Activity 3
Aim: To develop students’ ability to understand and evaluate different
perspectives on environmental issues and to express their own
opinions using evidence and reasoning.
Procedure: For this activity, students will work in small groups of 3-4
members
-Each group will be given a set of cards with statements related to
environmental issues, such as “Climate change is the biggest threat to
humanity”, “Plastic bags should be banned”, “Nuclear energy is a clean
and safe source of power”, etc.
-Each group is asked to sort cards into two piles: agree and disagree.
They should discuss the reasons for their choices and try to reach a
consensus within the group. They are encourage to use critical thinking
skills such as understanding and analysing ideas and arguments,
evaluating evidence and logic, and solving problems and making
decisions.
- After the groups have finished sorting the cards, teacher ask them to
choose the statement they believe strong about. They should prepare a
short presentation to explain their position and persuade the rest of
the class to agree with them. They should use facts, examples, and
arguments to support their opinions. They can also use the internet to
research more information if needed.
- Have each group present their chosen statements and arguments to
the class. After each presentation, invite the other groups to ask
questions, challenge the arguments, or offer alternative perspectives
At the end of the activity, ask the students to reflect on what they have
learned and students must write a short summary of their own opinions
on the environmental issues and how they have changed or developed
as a result of the activity
III. Conclusion

In conclusion, these six activities are designed to integrate critical thinking

into the teaching of language skills (listening, reading, speaking, and
writing),culture and assessing CT in speaking using the Tiếng Anh 10 - Global
Success textbook. By incorporating diverse activities, we aim to cultivate students'
abilities to analyze, evaluate, and synthesize information while fostering
intercultural awareness. The activities encourage collaborative learning, stimulate
thoughtful discussions, and provide opportunities for students to apply critical
thinking skills across various contexts. The integration of the textbook content
ensures alignment with the national curriculum and enhances students' language
proficiency alongside their critical thinking abilities.

APPENDICES
The unit from Global success 10th –English coursebook
SKILLS/CULTURE UNIT
1.READING U2: HUMANS AND ENVIRONMENT
2.SPEAKING U9: PROTECTING THE ENVIRONMENT
3.CULTURE U6: GENDER EQUALITY

*Other materials
1.READING TEXT FOR COMPREHENSION: Gravity: The Force That Shapes Our World by David
Whitehouse.
COURSE: CRITICAL THINKING IN LANGUAGE TEACHING
ACADEMIC YEAR: 2023-2024
ASSIGNMENT MARKING

NUMBER CONTENTS MARKING CRITERIA GIVEN

MARKS
1 Introduction Clear description /0.5

2 The aims and procedures of the The aims and procedures are /6.0
activities with integrated critical described clearly and
thinking illustrated with
(6 activities from a unit in an examples/images/steps etc.
English textbook for high school
students in Vietnam)
3 Writing Language use is correct and /2.0
coherent.

4 Presentation The assigment is presented /1.0

neatly with the given cover
page and this marking
scheme.
5 Appendices The unit from the chosen /0.5
English textbook and other
related materials are
attached to the assignment.
Total /10