SKKN fostering creativity in addressing assigned tasks to enhance high school students‟ english learning motivation

+ give the task, explain the requirements of the task and articulate its purpose + divide the class into groups and assign the task to each group + set the evaluation criteria for the ta

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

TRƯỜNG THPT PHAN ĐĂNG LƯU

English learning motivation

Môn/Lĩnh vực: Tiếng Anh Người thực hiện: Triệu Thị Nghĩa

Tổ: Văn – Ngoại ngữ Điện thoại: 0986.278.778

NĂM HỌC: 2021-2022

TABLE OF CONTENTS

PART 1: INTRODUCTION ………

1 Rationale………

2 Aims of the study………

PART 2: CONTENT………

I THEORITICAL BACKGROUND………

1 An overview of motivation ………

1.1 What is motivation? ………

1.2 Importance of motivation in language learning ………

2 An overview of creativity………

2.1 What is creativity? ………

2.2 Role of creativity in language learning……… ……

3 An overview of assigned tasks………

3.1 Importance of assigned learning tasks………

3.2 Some things to be taken account when designing tasks……

II PRACTICAL BACKGROUND………

III THE STUDY………

1 Methodology………

1.1 Participants………

1.2 Instrumentation……… ………

1.3 Data collection procedures………

2 Findings of the study………

2.1 Reality of student motivation in the researcher‟s school……

2.2 Feasibility of motivating students through assigned creativity-fostering tasks………

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3 Solutions………

3.1 Some important factors related to creativity-fostering tasks

3.1.1 Requirements of tasks………

3.1.2 Interaction………

3.1.3 Time and Place to tackle assigned tasks and report the results……… …………

3.1.4 Assessments……….…

3.1.5 Procedure………

3.2 Suggested creativity-fostering tasks to motivate students to learn English………

3.2.1 Competitions of designing slogans ………

3.2.2 Projects on speaking tasks……….……

3.2.3 Dramatizing the lesson………

3.2.4 Projects on vocabulary………

3.2.5 Extra-curriculum activities………

3.3 Some samples………

PART 3: CONCLUSION………

1 Summary of the study………

2 Limitation………

3 Suggestions for further study………

REFERENCES ………

APPENDICES ……….………

Appendix 1 Class Observation Checklist………

Appendix 2 Pre-treatment Questionnaire ……… ………

Appendix 3 Post-treatment Questionnaire ………

Appendix 4 Questionnaire Data 1 and 2 on Student Motivation

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PART 1: INTRODUCTION

1 Rationale

In the current context of globalization, the English language as an international means

of communication is growing in popularity An obvious advantage is that having a good command of English could help transform a person‟s life Not only does it open him to a world full of both professional and personal possibilities, but it also expands his thinking and can prime his confidence Accordingly, the teaching and learning English is increasingly gaining the attention from the government and the public However, in reality, our students‟ English is not very good and neither is their performance in tests and examinations

To the best of the author‟s knowledge, motivation has a profound effect on people‟s language learning However, her students‟ driving force for learning English engagement is rather low Many students are not interested in and do not invest enough time and effort in learning it Also, their perceived aptitude to learn and ability to use it in the future are not high Meanwhile, many tasks or activities in textbooks are not interesting enough to keep students engaged Therefore, it is vital that teachers of English have more effective methods and more attractive activities to help students increase their motivation in learning the target language

Theoretically and practically, there are a wide variety of ways to motivate pupils in language classrooms In the light of some literature of creativity, the author realizes that there is a close relationship between creativity and motivation in language learning and that through stimulating students‟ creativity, their motivation in language learning could be improved It is argued that creativity is a crucial component of childhood development that encourages problem-solving and critical thinking skills, and learning through play It is intrinsic in nature, which directly improves learning

by increasing motivation, deepening understanding, and promoting joy That is the

reason why the study was carried out, entitled „Fostering creativity in addressing

assigned tasks to enhance high school students‟ English learning motivation‟

2 Aims of the study

The study aims at suggesting some kinds of tasks which stimulate students‟ creativity with a view to motivating students to learn English

Motivation is defined in different ways by different researchers According to Marion Williams and Richard Burden (1997: 120), motivation is a „state of cognitive arouse‟ which provokes a „decision to act‟ as a result of which there is „sustained intellectual and/or physical effort‟ so that the person can achieve some „previously set goal‟ Sharing the same view, Jeremy Harmer (2001:51) states that „at its most basic level, motivation is some kind of internal drive which pushes someone to do things in order

to achieve something Additionally, Woolfolk (2001:366) defines motivation as „an internal state that arouses, directs and maintains behaviour‟

Briefly, motivation is something involving the attitudes and affective states that influence the degree of effort that one makes to achieve some certain goal

1.2 Importance of motivation in language learning

Learner motivation has become more commonly recognised as perhaps the major determining factor for successful learning in general, whether one is an adult learner taking distance education courses or an upper secondary school student who puts his way through the battery of required courses needed to graduate In terms of language acquisition, it has been found in various studies that motivation is very strongly related to achievement in language learning As William T Littlewood puts it (1984: 53), „in second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task

at all, how much energy he devotes to it, and how long he perseveres‟ Besides, Tricia Hedge (2000: 23) affirms: „motivation is of crucial importance in the classroom, whether learners arrive with it or whether they acquire it through classroom experiences‟ Regarding this issue, Oxford and Shearin (1996: 122) also argue:

„Motivation is important because it directly influences how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the target language, how well they do on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over Therefore, motivation is crucial for L2 learning, and it is essential to understand what our

students‟ motivation is‟ As a result, it is vital that motivation be put emphasis on in the teaching and learning second language

2 An overview of creativity

2.1 What is creativity?

Creativity, which can be defined as the ability to bring something original and valuable into the world, is not reserved for a privileged few artists or intellectuals Creativity can occur in almost any field It happens in art, music, mathematics, engineering, science, business and education Anywhere there are problems to be

solved or the mind seeks expression, creativity can be found „We all have the

potential to be creative This potential can be cultivated by finding the specific means for enhancing creativity in a given individual or group In fact, research on creativity shows it can be fostered in anyone‟ (Neumann, 2007)

2.2 Role of creativity in language learning

A good classroom environment always has some elements of creativity which make lessons more interesting and interactive The right mix of creativity along with curriculum helps students to be innovative and also encourages them to learn new things Students can grow up as good communicators in addition to improving their emotional and social skills Creative classrooms can really transform the way students acquire education and how they apply it in their real life In fact, creative expression plays a key role in a student‟s emotional development “Create” is one of the highest taxonomic levels in Bloom‟s taxonomy, which has been used to define taxonomic levels in learning since the 1950s

As regards the role of creativity in language learning, Judit Fehér argues on the website www.teachingenglish.org.uk that language use is a creative act We transform thoughts into language that can be heard or seen We are capable of producing sentences and even long texts that we have never heard or seen before By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively She also adds: „My experience also taught me that most

people become more motivated, inspired or challenged if they can create something of

value‟

3 An overview of assigned tasks

3.1 Importance of assigned learning tasks

Assigned tasks play a vital role in the teaching and learning process Not only do they help learners to focus on the essential learning, but they also give teachers opportunities to provide individual feedback for learners and evaluate what is working

on their course and what aspects need improvement Moreover, a successfully completed assignment will contribute to the learner‟s growing sense of confidence in himself as a professional in the field in which he is studying

3.2 Some things to be taken account when designing tasks

According to Allison Boye, Ph.D., „ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students.‟ Therefore, before assigning any major tasks to students, it is imperative that we first define a few things for ourselves as the instructor

- Our goals for the assigned task

Creating assignments is a major part of overall course design, and every project we assign should clearly align with our goals for the course in general It is necessary that the connection between the assignment and its purpose be clear to both us and our students to ensure that it is fulfilling the desired goals and does not seem like “busy work” Moreover, we need to articulate the purpose of the assignment Although we know why the assignment is important and what it is meant to accomplish, we cannot assume that our students will intuit that purpose Being transparent with our students and explaining why we are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully

- The levels of our students

Knowing what our students are or are not bringing to the table can help us tailor the assignment appropriately for their skill levels, for an assignment that is too challenging can frustrate students or cause them to shut down, while an assignment that is not challenging enough can lead to a lack of motivation Knowing our students' levels will help us determine how much direction to provide for them as well

II PRACTICAL BACKGROUND

Most of Phan Dang Luu high school students come from farmer families; therefore, their lives are rather poor and hard They do not have enough favourable conditions to learn English Besides, although they have been learning English since they were in grade 3, English is still something difficult and unattractive to them In addition, the learning environment, which is of significant importance to language learners, is not available to them In fact, they rarely have opportunities to use the target language outside English classes Moreover, their parents, who hardly know anything about English, do not encourage them to learn it As a result, they do not put a lot of interest and effort into learning it It stands to reason that once learners have no motivation, the learning quality is very difficult to improve

III THE STUDY

1 Methodology

1.1 Participants

The subjects of the study are 90 students from class 12A2 (A2K59) and 12A5 (A5K59) of Phan Dang Luu high school including both male and female ones They have participated in the study since they were in grade 10 In my observation and assessment, their English proficiency at the beginning of the study was at the average level

1.2 Instrumentation

Given the aim of the study, the researcher used questionnaires as the main kind of research instruments Besides, class observations were also used to supplement the above instruments

1.3 Data collection procedures

Firstly, the pre-questionnaire was administrated at the beginning of the second term of their grade-10 school year to measure „input motivation‟ and gather information about the reality of using tasks stimulating creativity by their former teachers of English The participants had one day to think carefully and give their answers After collecting the pre-questionnaire, the researcher taught the students for nearly 2 years

using creativity -fostering tasks At the end of the study, the post-questionnaire was used to obtain the students‟ attitude towards this application and their motivation for learning English Apart from the questionnaires, class observations were made before and during the treatment

2 Findings of the study

2.1 Reality of student motivation in the researcher‟s school

The results from the pre-questionnaire revealed that motivation of the researcher‟s students was rather low In fact, most of the learners (89%) were urged to learn English just because it was a compulsory subject in the syllabus and the final examination Especially, only 37% affirmed that English was necessary for their future career

Besides, while the students‟ desire was rather high, their effort and their interest in learning English as well as their attitude towards English lessons was adversely low Since successful outcome often requires strong desire, effort and attitude, such model

of student motivation could hardly automatically lead to achievement Unless students try harder both in class and at home, success seems impossible to many students With regard to self-efficacy, only a little more than half of the students believed in their ability to use English in the future and 33% even had no idea of this The figure correlates with student low perceived ability and effort to learn English The data of the students‟ learning results showed that they had few chances to get high marks The frequent failure in learning could also make students bored and disbelieve in their ability Meanwhile, only 48% of the students stated that the relevance of the lesson content to their interest was high or very high Because of the students‟ low self-efficacy which indicates low self-confidence and low interest in lessons, it is necessary for the teacher to enhance student motivation by helping them believe that they could be successful as long as they try their best to learn it

2.2 Feasibility of motivating students through assigned creativity-fostering tasks

Considering the research literature and the results taken from the questionnaires, the classroom observations, the researcher finds it possible to insert creativity-stimulating assignments into lessons to motivate students There are some reasons for the feasibility of motivating students through giving them language-learning tasks which foster their creativity

Firstly, creativity can be found in any field and we all have the potential to be creative In classrooms, the combination of creativity and lessons could encourage students to learn new things Especially, creativity plays a vital role in learning language because language use is actually a creative act

Secondly, according to the data of the pre-treatment questionnaire, there were 87% of the respondents saying that they liked creativity-stimulating assignments Besides, among 84% of the students who wanted their teachers to give them the tasks encouraging creativity, nearly two thirds of them argued that these kinds of tasks would make lessons more interesting

Thirdly, the data analysis after the application of creativity-stimulating assignments revealed that students‟ attitude towards English lessons and motivation to learn English had changed positively Highly interested students increased by 23% while the number of the students with low interest reduced by 22% Motivation intensity also saw changes in terms of student effort, desire and attitude The number of students with high effort went up by 14% while the figure for the opposite decreased

by 16% The data analysis also showed that 35% of the students more had positive attitude towards English lessons In addition, student self-confidence witnessed an increase when 21% of the learners more believed they could use English in the future Finally, this is likely to be considered one of the most important reasons – creativity-stimulating assignments brought great benefits to the students It is easy to find in the data analysis that this kind of tasks not only helped to improve students‟ command of English but also contributed to developing their soft skills and building up their self-confidence 93% of the students in the study liked them Undoubtedly, this application satisfied both extrinsic motivation and intrinsic motivation of the students

Moreover, it is better to use open-ended questions The most effective and challenging assignments focus on questions which lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics Besides, a good assignment provides the purpose and guidelines without dictating exactly what to say

It is also a good idea to define the audience we want our students to address with their assignment, if possible – especially with writing assignments We could consider asking our students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper In fact, a study by Bean (1996)

indicated the students often appreciate and enjoy assignments that vary elements such

as audience or rhetorical context

In addition, we should be explicit with our students about required elements such as the format, length, documentation style, writing style (formal or informal), and deadlines

Finally, the assignments we give to students do not simply have to be research papers

or reports There are many options for effective yet creative ways to assess your students' learning such as journals, posters, portfolios, management plans, editorials, instruction manuals, case studies, debates, news release, dialogues, videos, collages, plays, Power Point presentations, etc

3.1.2 Interaction

Classroom collaboration can spur creative thinking and encourage the exchange of ideas Putting students in groups for certain in-class assignments enables them to experience different perspectives while working towards a common goal Teachers can even add a digital element to these groups by integrating social media

However, we should also consider including a way for students to make the assignment their own In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom We might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community Offering variety in assignment selection can also help students feel more individualized, creative, and in control

3.1.3 Time and Place to tackle assigned tasks and report the results

We should make sure that we are providing your students with ample time to locate resources and effectively complete the assignment After being assigned tasks, students will have a suitable amount of time to deal with them In order for students to come up with interesting ideas and promote their creativity, we should allow students

to do tasks outside the class, like homework

After completing the tasks, students are asked to report the results or present the projects at class These tasks are the adaptation of some lessons in the textbook In fact, some lessons in the course-book are rather boring and illogical Besides, two periods for some lessons in the textbook are not necessary, so we may teach these lessons in one period and spare the rest time to students‟ project presentations

3.1.4 Assessments

First, we should clarify our evaluation criteria for the assignment What elements of content are most important? Will we grade holistically or weight features separately? How much weight will be given to individual elements, etc.? Another precaution to take when defining requirements for our students is to take care that our instructions and rubric also do not overshadow the content Rubrics should be simple and encouraging Prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover If we decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment

What is more, a great way to get students engaged with an assignment and build

buy-in is to encourage their collaboration on its design and/or on the gradbuy-ing criteria The following are some good ideas

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories

• Set the grading categories ourselves, but ask the students to help write the descriptions

• Draft the complete grading scale ourselves, and give it to our students for review and suggestions

Importantly, because our aim is to stimulate students‟ originality, it is necessary to make creativity a grading criterion When grading student assignments, we should consider creativity How original is the assignment? Did students express themselves,

or were they just going through the motions? We can take these questions into account to encourage more creativity from our students

With the activities needing the collaboration of the whole class rather than the competition among groups, the teacher does not necessarily give marks to each of the groups Instead, he/she can give them some lovely and meaningful rewards in recognition of their active involvement and creativity

3.1.5 Procedure

- Step 1: The teacher introduces the task

+ give the task, explain the requirements of the task and articulate its purpose

+ divide the class into groups and assign the task to each group

+ set the evaluation criteria for the task

- Step 2: Students work together on the task outside the class

- Step 3: Students report the results or present projects at class

- Step 4: Students and the teacher give comments, feedback (and marks if necessary)

3.2 Suggested creativity-fostering tasks to motivate students to learn English 3.2.1 Competitions of designing slogans

b Time: 1 week for designing slogans and 1 period for presenting products

c Requirement of the task:

Work in groups for one week to design a slogan in English and give a presentation on it in front of the class The allocated time is one week Your slogan should be relevant, meaningful, beautifully decorated and creative

d Interaction: Group work

e Rubric for the assessment: The teacher asks students to work together on the rubric

to evaluate their products

f Procedure

Step1: The teacher introduces the task

- The teacher and the class hold a slogan competition among the groups of

students

- The teacher gives the task and explains the requirement and the purpose of the

task to the class

- The teacher asks students to work together on the rubric to evaluate their

products

- The teacher divides the class into 6 groups

- The teacher asks students to work in groups for one week to write slogans Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

- After a week, the teacher asks students to show their slogans and give

presentations on them at class

Step 4: Students and the teacher give comments, feedback and marks

- The teacher asks each group to make comments on the others‟ products

- The teacher makes comments on the groups‟ products

- The teacher with the class gives marks to the groups based on the rubric

- The teacher declares the winner of the competition

3.2.2 Projects on speaking tasks

a Aim:

- Help students to improve speaking skill, collaborative skill, creative thinking and some other soft skills such as drawing, decorating, making videos, playing roles, etc

- Help students to become more confident and love learning English more

b Time: 1 week for completing the project and 1 period for presentation

c Requirement of the task:

Go over the speaking lesson of the unit in the textbook and carry out a project relating to the topic The allocated time for completing the project is one week and it can be made in any way you like Your products should be relevant,

meaningful, interesting and creative

d Interaction: Group work

e Rubric for the assessment: The teacher asks students to work together on the rubric

to evaluate their products

f Procedure

Step 1: The teacher introduces the task

- The teacher gives the task and explains its requirement and purpose to the class

- The teacher divides the class into groups

- The teacher asks students to work together on the rubric to evaluate their products

- The teacher asks the groups to work on their projects

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

- After a week, the teacher asks students to show their projects at class

Step 4: Students and the teacher give comments, feedback and marks

- The teacher asks the other groups to give comments

- The teacher gives feedback

- The teacher with the class gives marks to the groups based on the rubric

- The teacher declares the scores of the groups

3.2.3 Dramatizing the lesson

a Aim:

- Help students to improve speaking skill, writing skill, collaborative skill, creative thinking and some other soft skills such as drawing, decorating, making videos, playing roles, organizing an event, etc

- Help students to become more confident and love learning English more

b Time: 1 week for preparation and 1 period for presentation

c Requirement of the task: Turn the lesson into a special event relating to the topic

of the lesson where everybody communicates in English

d Interaction: Group work

e Rubric for the assessment: The teacher may ask students to work together on the

rubric to evaluate their products if necessary

f Procedure

Step 1: The teacher introduces the task

- Before the lesson, the teacher gives the task and explains its requirement and

purpose to the class

- The teacher may ask students what event it can be or give some choices for students to decide one

- After having chosen an event, the teacher divides the class into groups and appoints tasks to each group

- The teacher asks students to work together on the rubric to evaluate their products

- The teacher sets the time for students to prepare (usually one week)

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

After a week, students perform at class

Step 4: Students and the teacher give comments, feedback and marks

- At the end of the lesson, the teacher or students may consolidate the lesson

- The teacher and students gives comments

- The teacher gives marks and asks groups to give marks based on the rubric if

- Help students to become more confident and love learning English more

b Time: 1 week for preparation and 1 period for presentation

c Requirement of the task: Study the unit and do a project of about 5-10 minutes on

the vocabulary of the unit with a view to helping English learners master new words The allocated time for the project is one week Your products should be relevant,

logic, interesting and creative

d Interaction: Group work

e Rubric for the assessment: The teacher asks students to work together on the rubric

to evaluate their products

f Procedure

Step 1: The teacher introduces the task

- The teacher gives the task and explains its requirement and purpose to the class

- The teacher divides the class into 6 groups

- Ask students to work together on the rubric to evaluate their products

- The teacher asks the groups to work on their projects

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

After a week, the teacher asks students to show their projects at class

Step 4: Students and the teacher give comments, feedback and marks

- The teacher asks groups to comment on the others‟ products

- The teacher makes comments

- The teacher with the class gives marks to the groups based on the rubric

- The teacher declares the scores of groups

3.2.5 Extra-curriculum activities

a Aim:

- Help students to improve speaking skill, listening skill, writing skill, collaborative skill, creative thinking and some other soft skills such as organizing an event, drawing, decorating, making videos, playing roles, etc

- Help students to become more confident and love learning English more

b Time: 1-2 weeks for preparation and 1 period for presentation

c Requirement of the task: Hold extra-curriculum activities The preparation time is

between 1 and 2 weeks

d Interaction: Group work, whole class

e Rubric for the assessment: No rubric needed

f Procedure

Step1: The teacher introduces the task

- The teacher collaborates with the Youth Union of the school, encouraging students to participating in holding extra-curriculum activities by giving their class some bonus marks for the week or month when the activities take place

- The teacher clarifies the meaning and the goal of the activity

- The teacher gives students some suggestions if necessary

- The teacher may divide students into groups and assign tasks

Step 2: Students work together on the task outside the class

The teacher supports students when they need

Step 3: Students report the results or present projects at class

The students with the support of the teacher and the Youth Union of the school organize the prepared extra-curriculum programme

Step 4: Students and the teacher give comments and feedback

- The teacher asks students to give comments on their products, share the things

they learn from the experience

- The teacher gives comments

b Time: The first month of the academic year Students had 1 week for completing

the project and 1 period for presentation at class

c Requirement of the task:

Work in groups for one week to design a slogan in English for this school year, when you are in grade 12, and give a presentation (3-5 minutes) on it in front of the class The allocated time for designing slogans is one week Your slogan should be relevant, meaningful, beautifully decorated and creative

d Interaction: Group work

e Rubric for the assessment:

f Procedure

Step1: The teacher introduces the task

- In the third week of the school year, Lesson E-Language Focus (Unit 1) was arranged to be taught and learnt in 30 minutes The rest time of the period (15

minutes) was spent on introduction of the assigned task

- The teacher gave the task and explains its requirement and purpose of the task

to the class

- The teacher divided the class into 6 groups

- The teacher asked students to work together on the rubric to evaluate their products

- The teacher asked students to work in groups for one week to write slogans

Step 2: Students work together on the task outside the class in one week

Step 3: Students report the results or present projects at class

- In the fifth week of the school year, after 4 periods of Unit 3 were arranged to

be taught and learnt with the time amount of 3 periods, the teacher held a 45-

minute slogan competition among the groups of students

- The teacher asked students to show their slogans and delivered presentations on

them at class

- These are the products of the groups in Class A2K59:

* GROUP 1 (Link of the video: https://youtu.be/rIVP0yJSLJA)

Slogan Presentation (with a video)

* GROUP 5

Slogan Presentation

* GROUP 6

Slogan Presentation

- Group 1 made a video for their presentation while the other 5 groups had their

presentations delivered in front of the class by a representative

Step 4: Students and the teacher give comments, feedback and marks

- The teacher asked each group to make comments on the others‟ products

- The teacher with the class gave marks to the groups based on the rubric

Scores: Group 1: 10 Group 2: 9 Group 3: 8.5

Group 4: 9.5 Group 5: 8 Group 6: 8.5

- The teacher declared the winner of the competition: The winner is Group 1

3.3.2 Projects on speaking tasks (Lesson B: Speaking – Unit 9: The post office – Tiếng Anh 11 (7 years)) – Class A2K59

a Aim:

- Help students apply the vocabulary and knowledge related to the topic “Post

office” into the contexts like real-life situations

- Help students to improve speaking skill, collaborative skill, creative thinking and some other soft skills such as drawing, decorating, writing scripts, making videos, playing roles, etc

- Help students to become more confident and love learning English more

b Time: 1 week for completing the project and 1 period for presentation

c Requirement of the task: Go over the reading lesson and speaking lesson of unit 9

and carry out a project in which conversations relating to the topic are made The allocated time for completing the project is one week and it can be made in any way

you like Your products should be relevant, meaningful, interesting and creative

d Interaction: Group work

e Rubric for the assessment:

Step 1: The teacher introduces the task

- After finishing Lesson A of Unit 9, the teacher gave the task and explained its

requirement and purpose to the class

- The teacher asked students to work together on the rubric to evaluate their products

- The teacher divided the class into 6 groups

- The teacher asked the groups to work on their projects

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

- After a week, the teacher asked students to show their projects at class

- These are the products of the groups in Class A2K59:

* GROUP 1 (Link of the video: https://youtu.be/bnxVzQjl4i0)

* GROUP 2 (Link of the video: https://youtu.be/h_A5CMiDBcA)

* GROUP 3 (Link of the video: https://youtu.be/wyUNndySBTc)

* GROUP 4: (Link of the video: https://youtu.be/1jYQ6qrxrvI)

* GROUP 5 (Link of the video: https://youtu.be/quSwnDnBdvo)

* GROUP 6 (Link of the video: https://youtu.be/iU8ULAC3nXw)

Step 4: Students and the teacher give comments, feedback and marks

- The teacher asked the other groups to make comments

- The teacher gave feedback and marks

- The teacher with the class gave marks to the groups based on the rubric

- The teacher declared the scores of the groups

Scores: Group 1: 10 Group 2: 9.5 Group 3: 8.5

Group 4: 9.0 Group 5: 9.3 Group 6: 8.0

3.3.3 Dramatizing the lesson: Party of Parties (Unit 3: A party - Tiếng Anh 11 (7 years) – Class: A5K59)

a Aim:

- Help students study and know more about special occasions and the way to

prepare parties for them

- Help students to improve speaking skill, collaborative skill, creative thinking and some other soft skills such as drawing, decorating, writing scripts, making videos, playing roles, organizing an event, etc

- Help students to become more confident and love learning English more

b Time: 1 week for preparation and 1 period for presentation

c Requirement of the task: Turn the lesson into a special event relating to the topic

of the lesson where everybody communicates in English

d Interaction: Group work

e Rubric for the assessment:

Step 1: The teacher introduces the task

After finishing lesson A-Reading in Unit 3 in Tieng Anh 11, the teacher asked students to study Lesson A-Reading and Lesson B-Speaking and gave the task

to the class: “Turn the speaking lesson into a special event relating to the topic

“Party”, where everybody had to communicate in English”

- The teacher explained its requirement and purpose to the class

- The teacher and students decided to name the event: “Party of Parties”

- The teacher divided the class into groups and assigned tasks to each group

- The teacher asked students to work on the rubric to evaluate their products

- The teacher set the time for students to prepare for the event: one week

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class

- After a week, students performed at class

- The lesson was a story about 2 Martian boys who accidentally came to the Earth on a beautiful day They were very surprised at the hospitality and

happiness of the inhabitants on this planet and very excited about its festival atmosphere, wanting to enjoy and explore the parties here (which were presented by 5 groups) At the end of the story, two aliens had a conversation

about the parties as the consolidation part of the lesson

- Different parties for different occasions were presented by 5 groups

- These are products of 5 groups:

* GROUP 1

* GROUP 2

* GROUP 3

* GROUP 4

* GROUP 5

Step 4: Students and the teacher give comments and feedback

- The teacher and students made comments and gave marks based on the rubric

- The teacher declared the scores of the groups

Scores: Group 1: 9.5 Group 2: 9.3 Group 3: 8.0

- Help students improve speaking skill, listening skill, writing skill, collaborative skill, creative thinking and some other soft skills such as drawing, decorating, making videos, playing roles, etc

- Help students to become more confident and love learning English more

b Time: 1 week for preparation and 1 period for presentation

c Requirement of the task:

Study the unit and do a project of about 5-10 minutes on the vocabulary of the unit with a view to helping English learners master new words The allocated time for the project is one week Your products should be relevant, logic, interesting and creative

d Interaction: Group work

e Rubric for the assessment:

Step 1: The teacher introduces the task

- At the beginning of the school year, the teacher gave the task and explains its

requirement and purpose to the class

- The teacher divided the class into groups

- Ask students to work together on the rubric to evaluate their products

- After finishing the units, the teacher asked groups to take turns to work on projects

Step 2: Students work together on the task outside the class

Step 3: Students report the results or present projects at class