(SKKN 2022) using project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity to teach unit 6 lesson 2 2 english 6

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ PHÒNG GD&ĐT NGA SƠN SÁNG KIẾN KINH NGHIỆM USING PROJECT BASED TEACHING METHOD COMBINATES WITH APPLYING THE INTERDISCIPLINARY KNOWLEDGE AND CREATIVE EXP

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

USING PROJECT BASED TEACHING METHOD

COMBINATES WITH APPLYING THE INTERDISCIPLINARY KNOWLEDGE AND CREATIVE EXPERIENTIAL ACTIVITY TO TEACH THE SECTION: UNIT 6: LESSON 2.2- ENGLISH 6 ( I-LEARN SMART WORLD-PAGE 50) TO DEVELOP THE ATTRIBUTE AND

COMPETENCE OF GRADE SIX STUDENTS

AT NGA TAN SECONDARY SCHOOL

Người thực hiện: Trịnh Thị Hà Chức vụ: Giáo viên

Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn SKKN thuộc môn: Tiếng Anh

THANH HOÁ NĂM 2022

TABLE OF CONTENT

1.1 Reasons for choosing the study

1.2 The purpose of the study

1.3 Scope of the study

1.4 Method of the study

2.1.1 Project overview and project teaching method

2.1.2 Integrated teaching method

2.1.3 Creative experiential activity

2.2 Situation of the problem before applying the study

2.2.1 General reality of the school

2.2.2 To the student

2.2.3 To the teacher

2.3 Solutions used to solve the problem

2.3.1 Teaching organization process by project

2.3.2 The role of teachers and students in teaching

2.3.3 Group division, order task and deadline

1 INTRODUCTION

1.1 Reasons for chosing the study

As we all know, today, English plays an important role in communication

It is widely used around the world and considered as the common language of communication, especially in the period of the current international integration,

so English has an important position like other subjects in school The teaching

of English is required today as increasing not only the knowledge but also the concern of every teacher to teach this course in Vietnam That is why all of the teachers of English have to try their best to find out the methods in order to help their students master the knowledge of this subject easily

One of the most important tasks of the fundamental and comprehensive renovation work of education and training is “renovating teaching methods towards modernity; promote students' positivity, initiative and creativity; method training self-study, ability to work in groups; practice skills to apply knowledge solving practical problems; overcome the one-way imposed transmission, write machine memory Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and renew their knowledge and skills, develop their qualities and abilitiesforce to bring joy and interest in learning to students” so that they can find and acquiring new knowledge, new methods, new ways of solving problems, contributing to enriching the knowledge base of mankind

Renovating teaching methods in general and reforming English teaching methods in secodary schools in particular is a regular and persistent process in which many factors are closely related How to teach and learn so that teachers feel excited about their lessons, students do not feel bored, pressured, but instead expect, excited, positive, self-disciplined in their lessons every hour of class is the desire of all teachers and students today English is a subject associated with practical socio-economic issues The knowledge and skills that students acquire are important in the development of cognitive and action capacities; forming the qualities of a dynamic and creative new human beings Therefore, the innovation of English teaching methods in the direction of promoting self-study, cooperation, creativity and application of knowledge to solve practical situations

is important It is an urgent job and needs the proper attention of every teacher Through the experience I have got during my teaching, I have found out that using project teaching method combinating with applying the interdisciplinary knowledge and creative experiential activity is a solution for the most effective learning process, contributing to the achievement of the educational goal of

"Learning to know, learning to do, learn to live together and learn to assert themselves” I am also an English teacher Stemming from the above reasons, I

decided to choose the topic: "Using project based teaching method combines with applying the interdisciplinary knowledge as well as creative experiential activity in teaching Unit 6: Lesson 2.2- English 6 (I learn smart world) to develop the Attribute and Competence of grade six students at Nga Tan

secondary school” I hope that, teachers, students and those who are interested in

the issue of professional reference, supplement and comment to improve the topic

1 2 Purposes of the study

- Helps students understand connections and how to connect

- Raw connections from the real world

- Makes connections through a common them

- Focuses the Learner on the Mastery of Objectives/Overall Goals

- Models for Students the Resources Used in Research

- Help students improve their group work skill, living skill and communicative skill

- Teach students the awareness of protecting/ saving the environment

1 3 Scope of the study

The study is focused on the students of class 6A at Nga Tan secondary school

1 4 Method of the study

- Methods of survey and experiment

- Methods of summarizing experience

- Methods of research time

2 CONTENT 2.1 Theoretical background

2.1.1 Project overview and project based teaching method

2.1.1.1 The concept of project

The term "project" is understood as a project, draft or plan that needs to

be implemented to achieve the set purpose The concept of project is used in production, business, scientific research as well as in social management and is used in the field of Education and Training as a method or form of teaching

2.1.1.2 Project based teaching method

Since the beginning of the twentieth century, American pedagogues have built a theoretical basis for the project method and consider it an important teaching method to implement learner-oriented teaching in order to overcome the shortcomings of the project point of traditional teaching

Project learning is understood as a method or form of teaching,

In which learners perform a complex task, there is a combination of theory and practice This task is performed by learners with high self-reliance in the learning process, from defining goals, planning, to implementing projects, checking and adjusting, evaluating process and actual results presently

2.1.1.3 Features of the project based teaching method

American pedagogues in the early twentieth century, when establishing the theoretical basis for the method This teaching method has clearly identified three core characteristics of project teaching:

Student-oriented:

+ Attention to learners' interest, high self-reliance The teacher acts as a counselor, guide and helper Students participate in choosing topics, learning in accordance with their knowledge levels and personal abilities, encouraging positivity, self-reliance, and participating in creative experiences

+ Learners can collaborate to work, choose appropriate tasks (also known as social learning) Learning projects are often carried out in groups, requiring cooperation and division of work among team members Thereby training the readiness and skills to work collaboratively among the participants, between teachers and students as well as social forces involved in the project

+ The project has integrated content, combining the content of many good subjects

different fields to solve a complex problem

- Product oriented During the implementation of the project, products will be created These products are not limited to theoretical harvests, but also

create physical products of practical and practical activities These products may

be presented, published and used

2.1.2 Integrated teaching method

2.1.2.1 What is interdisciplinary integrated teaching?

Integrated teaching means putting relevant educational content in the process of teaching subjects such as: integrating ethics and lifestyle education; education law; educate national sovereignty over borders, seas and islands; usage education energy saving and efficiency, environmental protection, traffic safety That is, teaching students how to use their knowledge and skills to deal with specific situations, for the purpose of capacity building student's At the same time establish the relationship between different knowledge and skills of each subject, students have the ability to apply their knowledge and abilities to solve real-life problems and situations

Integrated thematic teaching is a form of exploring content,

topics are related to each other, have the same content knowledge from several lessons have relate to each other to make the content in the lesson topic more meaningful, practical

and students are more active in thinking to find knowledge and apply it in practice farewell This is one of the content in teaching Because teaching is to develop students' ability, it requires each teacher to organize positive, self-reliant and creative learning activities for students Those learning activities are organized in class, at school, at home or in society , and these activities bring high realism Through them, students will apply knowledge to solve problems

2.1.2.2 Advantages of Integrated teaching method

* To the student

Teaching English subject to integrated topics has caused a lot of excitement for children, through the lesson, they deeply understand the practical problems that are happening in society

around where you and your family live Those existences are the children learn and directly participate in and contribute positively to solving each problem events within their power

The knowledge associated with life experience should be very lively and attractive the student That has created motivation, attracting students to study You guys are not repeat the same content of knowledge in different lessons over and over again There, they delve into the knowledge of the lesson and find out the intimate relationship of them with things other than human life in society

* To the teachers

With the renovation of current teaching methods, the role of the teacher is again more important than ever The teacher is the one who directs and organizes the activities learning and student assessment Therefore, during the teaching of Teachers often have to teach knowledge related to subjects Others should have a certain understanding of knowledge related to that subject This has the effect of fostering and improving pedagogical knowledge and skills for teachers, contribute to the development of the current contingent of teachers who are fully capable of teaching knowledge integrated mode

Currently, integrated teaching is one of the educational perspectives of interest Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students

More importantly, integration is a process of thinking and awareness that

is naturally evolving in people in all areas of activity when they want to work towards their effectiveness The integrated view allows people to recognize the key things and the organic relationships between elements in the system and in the process of operating in a certain field Reasonable and meaningful exploitation of these links leads both theoretical and practical activists to new innovations, avoiding duplications that waste time, finance and human resources In particular, this view leads people to develop many types of activities, creating an environment to apply what they perceive into practice, thereby impacting and changing practices Therefore, integration is a matter of human awareness and thinking, is the dominant philosophy / principle, orientation and decision of human activities

These three categories provide a starting point for understanding different integrated approaches:

Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a system of certain topics throughout many grades For example, English, Geography, History, Biology, Society, Education, Chemistry, and Civil Education are integrated into the subject "Social and environmental studies”

2.1.3 Creative experiential activity

2.1.3.1 What are creative experiential activities in the general education curriculum?

Creative experiential activity is an educational activity in which, under the guidance and organization of an educator, individual students are directly involved in various practical activities of family life , the school as well as in the society as a subject of activities, thereby developing practical capacity,

personality quality and promoting individual creative potential Creative experience is an important activity in each subject

Creative experiential activity are not called subjects but educational activities The subject is created by one or a few scientific fields, so its content is tightly structured, while educational activities use the integration of knowledge and skills of many fields to realize the objectives of the activities of the students

We envision an educational program of any country that includes both teaching content (subjects) and educational content (educational activities) The subjects are taught in scientific fields, mainly to develop students' intellectual capacity In addition, we have educational activities, which are activities to develop personality qualities, life skills or psychosocial capabilities to help people adapt, adapt to society, work Self-mastery, knowing how to live positively and happily These are extremely important aspects to create a meaningful life of each individual In that understanding, educational activities

in the high school program are called creative experiential activity In the current program, we also have this type of activity called extracurricular activity

or extracurricular activity

2.1.3.2 Method of working groups

Small group work is a teaching-educational organization method in which teachers arrange students into small groups in the direction of creating direct interaction between members, from which students, in groups exchange, help and work together to complete the group's common tasks

Teamwork is very important in:

- To highly promote the students' subjectivity, self-discipline, positivity, creativity, dynamism, sense of responsibility, creating opportunities for them to express themselves, affirm their abilities, and perform well than the assigned task

- Help students, form necessary social skills and personality qualities such as: organizational skills, management, problem solving, cooperation, high responsibility, teamwork spirit, interest close relationship and focus, personal support and encouragement of mutual learning, value of diversity and coherence

- Show the relationship of equality, democracy and humanity: create equal opportunities for each individual learner to be affirmed and developed The working group will encourage students to communicate with each other and thus help shy, lacking confidence children have more opportunities to integrate into the classroom,

In order for the group work method to be really effective, teachers need to pay attention to the following issues:

a) Design tasks that require interdependencies

b) Create tasks that match students' experience and ability to work in groups

c) Fair assignment of tasks between groups and members

d) Ensure personal responsibility

e) Use a variety of workgroup arrangements

g) Guiding students, methods and skills of teamwork

In order to train students' teamwork skills effectively, when conducting group work in creative experience activities, teachers need to follow these steps:

Step 1 Prepare for the activity

- Teachers guide students, exchange, propose problems, determine goals, tasks, implementation and planning; self-select groups according to each content; assign team leader and other roles to each member;

- Guide each group to assign reasonable, related and interdependent tasks;

- Focus on students, on some teamwork skills necessary for the activity (choose 2-3 skills to emphasize): explain the need; clarify concepts and expressions; create situations for practice; organize for students, self-criticism and evaluation; Ask students to demonstrate those skills in activities

Step 2 Procedure

- Teachers observe, capture information from students, see if the groups clearly understand the task?, can show teamwork skills correctly?, how are the roles shown?

- Helping teams stay on track and maintain positive interdependence

- Encourage and motivate groups or individuals to work well;

- Intervene, adjust the group's activities when necessary,

Step 3 Evaluation of activities

In this step, teachers need to:

- Engaging students, commenting and evaluating the group's performance results, the level of participation of each member;

- Suggesting for students, analyzing the coordination of activities among group members, demonstrating teamwork skills

- Adjusting and supplementing on the basis of properly assessing the efforts

of each group, focusing on analyzing the teamwork skills that students have demonstrated;

- Draw conclusions including performance results and demonstration of teamwork skills

(what was done well, need more practice and how to practice) Depending

on the nature and purpose of each specific activity as well as the conditions and abilities of the students, teachers can choose one or more suitable methods It is important that the chosen method should promote the active, active and creative role of students and make the most of the experiences they have had

- Creative experiential activities aim at common qualities and competencies

as outlined in the new Draft Program, in addition, creative experiential activities also have advantages in promoting the formation of new skills in learners The following special abilities:

+ Operational capacity and organization of activities

+ Ability to organize and manage life

+ Self-awareness and self-positive capacity

+ Competence in career orientation

+ Ability to explore and create

2.2 Situation of the problem before applying the study

Actual situation of teaching subjects in general, grade 6 English in particular although the concept of using Project based teaching method,

applying the interdisciplinary knowledge as well as creative experiential activity

has been applied to teaching, but the efficiency is not high Therefore most of the current students have a normal attitude, have not promoted the positive in learning Teachers in schools do not really understand the meaning, the importance of interdisciplinary teaching, especially the interdisciplinary teaching in English The process of integrating interdisciplinary into the lesson still faces many confusion, so in the teaching process, it often focuses on the specific knowledge of the subject without the interest and contact with other subjects On the students' side, there is a slight psychological and subjective mentality in the subject They often think that knowledge of the subject is light, not much effective in learning, so they lack interest, even abandon the subject when they find that they have enough necessary points Therefore, when asked, exploiting deeply in the problem, they

are often embarrassed or unable to answer the question

2.2.1 General reality of the school

Nga Tan secondary school is a school in the coastal area so condition of the school is poor Condition of teaching English at school still face up with many difficulties: No function rooms, facilities for teaching, teaching aids service are not enough

2.2.4 The reality of using Project based teaching method, applying the interdisciplinary knowledge as well as creative experiential activity in teaching English

Conduct practical surveys

In the 2021-2022 school year, conduct a quality survey for students of grade

6 without applying interdisciplinary knowledge into the lesson,

The results are as follows:

*From that survey, I draw the following basic causes:

Firstly, the subject teacher is not really enthusiastic about his teaching, but also imparts knowledge in one direction without placing students in the center, does not promote the self-study spirit of the students On the other hand, the teachers' evaluation and assessment are not really strict, many new questions are aware, understand and use at a low level without any questions relating to the subjects to solve problems

The second aspect of students' learning has not determined the importance

of the subject When assessing the assessment, it is usually only considered to be safe to "average"

Thirdly, on the parents' side, they are not really aware of the role and meaning of the subject Their main purpose is how their children can do well in

subjects such as Math, Physics, Chemistry and the remaining subjects, including

of English, are not paid attention

2.3 Solutions used to solve the problem

2.3.1 Teaching organization process by project

Through the process of studying the steps of project-based teaching design, it is possible to propose a process of designing project teaching lessons including 3 stages:

Stage 1: Introduction of project goals and themes

Stage 2: Project implementation

Stage 3: Project product presentation and evaluation report

And is specified by the following 5 steps:

Step 1: Choose a topic and define the purpose of the project

Step 2: Determine the outline, implementation plan

Step 3: Execute the project

Step 4: Collect results and present products

Step 5: Evaluate the project

The division into the above steps is only relative In teaching practice, we can interleave and interpenetrate each other between steps Self-checking and adjustment should be carried out in all phases of the project, in accordance with the structure and tasks of each different project

2.3.2 The role of teachers and students in teaching

- The role of the teacher

During the teaching process, the role of the teacher is to orient, consult, supervise, help and create favorable conditions for learners to implement projects and through that develop their competencies self

+ Teachers create conditions for learners to choose and perform roles appropriate to the content of the learning topic; assist learners in fulfilling that role + Create a learning environment, instruction raises questions and promotes deeper understanding of learners

Guide students to focus on inquiry, problem solving, and project-specific tasks Allow and encourage learners to construct their own knowledge

2.3.3 Group division, order task and deadline

- Divide class into 4 groups

+ Group 3: Using old paper to make things (the leader: Nhi, the secretery: Anh) + Group 4: Using plastic to make things (the leader: Tu, the secretery: Nhung)

2.3.4 Procedure

When teaching, I use project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity in the following parts:

Teacher and Ss act like the lyrics of the song “Reuse reduce andrecycle”

- After hearing the song, teacher asks students the question: What is the song about? to lead in the new lesson

2 In introduce new language

+ In this activity teacher uses the Integration with Computer Science, Literature 8: “Bài 10: Thông tin về ngày trái đất năm 2000”, English 9 - Unit 6: The environment, English 8 - Unit 10: Recycling, Experiential activity 6: “Bài 7: Thách thức của thiên nhiên”, Literature 6

- Use the knowledge of above lesons to tell the class about the environment nowaday “As we all know, our environment is seriously polluted It directly affects the health of all species Protecting the green - clean - beautiful living environment is a matter of concern for the whole world There are many global

or regional conferences that have been held to discuss and find a solution to the current serious environmental pollution problem In recent years, terrible and terrible natural disasters such as earthquakes, tsunamis, forest fires, floods have occurred continuously, proving that mother nature is angry and punish mankind for these actions which are intentionally infringing upon and break the