SKKN MOTIVATING AND ENHANCING STUDENTS ENGLISH SPEAKING ABILITY AT QUY HOP 2 HIGH SCHOOL BY APPLYING SMALL GROUP PROJECTS AT HOME

What can the teachers do to improve in teaching speaking skill and help students motivate, practice and improve their speaking skill?... I have been teaching English at Quy Hop 2 high sc

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NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT

QUY HOP 2 HIGH SCHOOL

WRITER: TRAN THI LOC

GROUP: ENGLISH - LITERATURE

TEL: 0974822926

EMAIL: tranlock37a21@gmail.com

SCHOOL YEAR: 2021-2022

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INDEX

1 The speaking program for non-English major students at Quy Hop 2

high school

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3 What can the teachers do to improve in teaching speaking skill and

help students motivate, practice and improve their speaking skill?

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LIST OF ABBREVIATIONS AND SYMBOLS

CLT: Communicate Language Teaching

EFL: English as a Foreign Language

ESL: English as a Second Language

No: The number of students

PBL: Project-based learning

%: Percent

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I INTRODUCTION REASON FOR CHOOSING THE TOPIC

As you know, English nowadays is one of the most popular languages and an important tool to approach all areas of life Good use of English in communication has been the goal of teaching and learning English throughout all levels

English speaking is thought to be an essential skill for success in the modern global economy The ability to speak effectively and fluently in English is becoming increasingly important in today’s modern world, since communication through language has become more and more essential Speaking is known as an important skill for multifarious reasons in education and business In fact, it plays a significant role in personal and professional life Hoever, it is the fact that students at Nghe An in general and the students at Quy Hop 2 high school in particular are very weak at speaking There are some reasons why English major students face a number of problems when studying speaking skill It is inevitable that balancing accuracy and fluency in speaking is a challenge for these EFL learners The studies have revealed that students often make pronunciation, vocabulary and grammatical mistakes They pronounce incorrectly and use the wrong words when they speak because English pronunciation is quite different from Vietnamese one, the words are pronounced differently with their script, so it is difficult for students to speak correctly and because of misunderstanding the meaning of words, they face a lot of confusion in vocabulary use

I have been teaching English at Quy Hop 2 high school for many years and I recognize that many students do not want to learn speaking skill and often have negative attitude to this skill Most students are still weak at speaking skill They can

do well on paper tests, but when they speak, they falter, are not confident, lack courage, and are afraid of making mistakes Speaking still takes place in the tedious, boring, imposing nature, which makes students not really interested, still coping, still sleepy Although teachers have used technology in teaching, it is not frequent, which makes the efficiency not high and the class hour not lively and not attracted to students

I always wonder how to choose appropriate and effective teaching methods How to choose teaching methods and organizational forms that can help students in speaking lessons: learn with passion and excitement; desire to discover; learn in an active, proactive and creative way; learn in interaction, in forming cooperative, friendly relationships together to solve learning tasks

In order to meet the requirements for fundamental and comprehensive reform

of education (including reform of educational methods) that has been stated in the

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resolutions of the Party, State and Government That is Resolution No 29-NQ/TW, which was dated November 4, 2013 of the 8th Central Conference of the XI term on fundamental and comprehensive reform of education and training, based on the goals and viewpoints of program development under the General Education Program and the General Education Program in English (2018), I boldly propose a measure:

"Motivating and enhancing students' English speaking ability by applying small

group projects at home" with the main goal of motivating students, and helping

students practice and improve their English speaking ability, which is based on:

- Creating opportunities and environments for students to practice speaking English more

- Practicing self-study and self-study methods, thereby giving students a much more personalized and rewarding experience on the topic, students are not limited to information, vocabulary or grammar introduced in a text taken from a textbook Students have the freedom to view the topic from different aspects and thus be exposed to and practice the English language they have learned in class As they delve deeper into a topic, they not only listen to different people's opinions on the topic, but also learn how to talk about it

- Helping students learn actively, mobilize all students to participate and promote students' initiative and creativity, from which they have a positive interest in English and contribute to improving students' English speaking ability

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II RESEARCH CONTENT PART 1: THEORETIC AND PRACTICAL BACKGROUND

1 What is speaking skill?

Speaking skill is one of the most important skills that have to be mastered by students in learning English, as it allows us to communicate with others and express our thoughts and feelings Speaking skill can be separated into formal and informal speaking skill, and we use both types of speaking skill in a variety of contexts throughout life

There are some definitions of speaking skill below, such as; according to Richard (2008; 19) states that in speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together If the students can speak English fluently that can help them to easy communicate and also explore their idea Speaking English well also helps students to access up-to-date information in fields including science, technology and health and so on

According to (Cameron, 2001: 40; Brown, 2004: 140) Speaking is a productive skill in the organs of speech to express meaning which can be directly and empirically observed

There are many various aspects of speaking skill Based on the Brown (2001:268) proposed four aspects of speaking skill namely fluency, accuracy, pronunciation, and vocabulary

Additionally, others stated four elements of speaking skill such as Vocabulary, Grammar, Pronunciation, and Fluency

According to Ladouse (1991) speaking is described as the activity as the ability

to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently

Speaking skill is the skill of using sound to express one's thoughts, opinions and words for the purpose of expressing opinions, conversing and communicating with listeners Through a conversation, the speaker and the listener exchange information with each other According to Florez (1999: 98), speaking is an interactive process by which learners produce information and absorb information to create meaning

The National Curriculum states that spoken language is a crucial part of learning English in schools Throughout school, students will learn to:

- Listen and respond to teachers and classmates

- Build their vocabulary

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- Use spoken language to express feelings, give explanations and describe

- Ask questions to increase their understanding

- Participate in drama, conversations, role play, discussions and debates

- Understand formal and informal speech

- Listen and understand different points of view

- Hold the attention of the listener

2 What is project-based learning?

At the beginning of the twentieth century, American pedagogues built the theoretical basis for The Project Method and considered it an important teaching method to realize the student-centered teaching concept focus, in order to overcome the disadvantages of traditional teaching with the teacher as the center

Project-based learning (PBL) is a student-centered teaching method that directs students to acquire knowledge and skills through embarking on a specific project to solve a problem Students will go through a process of discovery and discovery to solve a challenging project that requires thinking

PBL is a method of learning where the pupils engage with a real world and hands on project where they can apply their knowledge, ideas and skills throughout the process of completing the project (Buck Institute for Education, 2019)

Project-based learning (PBL) or Project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the

real world (According to Academia.edu)

By Maggie O'Brien, Project Based Learning (PBL) is an instructional

methodology encouraging students to learn by applying knowledge and skills through

an engaging experience PBL presents opportunities for deeper learning in-context and for the development of important skills tied to college and career readiness

Project-based learning is different because the learning is spread out over time Students are given the opportunity to learn, discover, and create throughout the entire learning process According to the Buck Institute for Education, “project-based learning is a teaching methods in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.”

The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context The teacher plays the role of facilitator,

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working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience

The uniqueness of project-based learning is the creation of a final product that demonstrates the knowledge, understanding and attitudes of learners towards the problem being studied and that problem is expressed by learners in many forms various media such as videos, posters, pictures, reports, models and other artifacts

Thus, the project teaching method is one of the comprehensive learning methods that helps students not only gain foundational knowledge and skills, but also help students develop comprehensively the necessary skills in learning modern society Project-based learning emphasizes the process of finding answers with no restrictions on how or what they should look like, thereby encouraging students to find answers in a variety of ways In addition, teachers will accompany students throughout the project to help them realize their strengths and areas for improvement, thereby helping them develop their capabilities

Here are some benefits Of Project-Based Learning:

Project-Based Learning offers a wide range of benefits in teaching and learning activities Project-Based Learning offers as highlighted by Thomas (2000), Boos & Krauss (2007), and Fragoulis (2009), project-based learning can increase students’ learning motivation, increase students’ academic achievement, increase cooperation/collaboration ability, increase the ability to communicate, increase students’ skill in managing learning resources improving library research skill), create fun learning, increase students’ attitudes toward learning, increase students’ creativity, lowers students’ anxiety level in the learning process, increase resource management skills, and increase problem solving ability

Project-based learning has many benefits for both teachers and students And more theoretical studies support the application of project-based teaching in schools

to encourage students, reduce dropouts, promote cooperative learning skills, and improve academic performance (George Lucas Education Foundation, 2001) For students, the benefits of project-based teaching include:

- Increase diligence and improve self-reliance and learning attitude (Thomas, 2000)

- The knowledge acquired is equivalent or more than that of other teaching models due to when participating in projects, students will be more responsible in their studies than in other activities other traditional classroom activities (Boaler, 1997; SRI, 2000)

- Opportunities to develop complex skills, such as higher-order thinking, problem solving, cooperation and communication (SRI, 2000)

- Ability to Find Information

- Lifelong Learning Ability

3 What are the benefits of group projects?

Group projects can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005) Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006)

Properly structured, group projects can reinforce skills that are relevant to both group and individual work, including the ability to:

- Break complex tasks into parts and steps

- Plan and manage time

- Refine understanding through discussion and explanation

- Give and receive feedback on performance

- Challenge assumptions

- Develop stronger communication skills

Group projects can also help students develop skills specific to collaborative efforts, allowing students to

- Give learners more speaking time

- Change the pace of the lesson

- Tackle more complex problems than they could on their own

- Delegate roles and responsibilities

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- Share diverse perspectives

- Develop knowledge and skills

- Allow students to mix with everyone in the group and establish a shared identity with other group members

- Receive teacher support and encouragement to take risks

- Develop new approaches to resolving differences

- Find effective peers to emulate

- Develop their own voice and perspectives in relation to peers

- Give them a sense of achievement when reaching a team goal

- Teach students how to lead and be led by someone other than the teacher

- Allow students to monitor, move around the group, the class and really listen to the language they are producing

4 Advantages and difficulties of doing small group projects at home

Small group learning is one way of education, where students form a group to study some topics together (Shrawder, 2009) It is now widely used in all levels of teaching in many countries all around the world Learning in small groups is quite different from the other two learning methods mostly used by university students, which are individual learning and large group learning Unlike individual learning, where one student studies independently by himself or herself, small group learning usually involves 3 to 6 students and they learn new things cooperatively It is also different from large group learning in that small groups are more controllable, and everyone can participate in the conversation Learning in small groups can promote students’ interaction and motivation, helping them to achieve the goal in a more comprehensive and effective way It activates the initiation and creativity of students,

as well as training their ability of communication, problem solving and coordination (Davis, 1999)

The approach has, in fact, a number of benefits:

- Doing small group projects helps to increase collaboration and students have

opportunities to lift the brain, which results in more ideas So you can see the increase

in productivity

- Students are more engaged, have more time to prepare and practice, learn more topics and know new methods

- They acquire and practice metacognition skills

- They retain content over memorization due to the contextual nature of the method

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- The learners develop cooperation as well as “people skills” and improve their communication skills

- The learners make use of technologic devices and have Information Exchange

- Doing small group projects makes the best of diagnostic, formative, and substantive

assessments embedded into the project work

- It does better than one person to solve complex problems and complete difficult tasks

- Learners can improve their skills while working in a group, as a group will keep people with different skills and abilities

- Developing pupils’ level of knowledge as well as communication skills, creative and critical thinking, teamwork and others

Doing small group projects at home, however, has some difficulties:

* For teachers:

- Design a project that is both associated with the teaching content and with real life

- Design evaluation criteria for a specific project

- Develop a set of framework questions for each project topic

* For students:

- Setting clear learning goals in each lesson topic with projects

- Conducting research to collect information in a scientific way

- Working together in the same team to complete the project

- When doing small group projects at home, conflicts may arise when one person performs less than the other Some students find it difficult to accept criticism from their peers and struggle to get on board with ideas that aren’t their own

- Many meetings need to be scheduled when doing small group projects at home However, if not handled properly, time can be lost and team efficiency can be reduced

- The decision-making process will be prolonged and delayed

5 Factual situation in speaking test in recent years

To get the result of my students' English speaking ability, I conducted a survey

in my classes (10C2, 10C7, 10C8) Look at the following chart; we can see clearly the rate between scores

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When answering a question about the ability to practice English speaking skills,

up to 21% of surveyed students admitted that they could not speak English, 51% of students self-assessed that their speaking skills were still weak 28% of students are

confident with average or higher speaking ability

Mentioning the choice of appropriate evaluation to meet the purposes of the teaching approach is very important Most teachers use for measuring the speaking ability of their learners

However, due to many difficulties in the management stage (conditions of facilities as well as equipment, rooms, number of students, teaching staff for the examination, time invested in teaching for this subject) ) so most schools in the country skip the test of speaking skill according to the actual requirements of the organization as well as the content to be tested for this skill Even the National Examination of the Ministry of Education has not tested this skill comprehensively The content of the test of speaking skill in the exam papers mainly focuses on basic types of dialogue that can be converted into reading/writing multiple-choice answers,

so the ability to test this skill is also very limited Many speaking topics are not easy

to give an objective multiple choice questions (four choices) according to this structure

In our school, teachers have determined test formats whether interviewing individuals or using situation-based settings is appropriate based on the focused content learners learned throughout the lessons In addition, they will be interviewed, asking a series of questions, probably about general or current issues or contents they learned in class

I also considered the factual situation in my high school- Quy Hop 2 in 3 classes 10C2, 10C7, and 10C8 with 127 students in school year 2020-2021 and stated that students in my school also had a bad result I conducted these scores from the

Scores from

1 to 1.5

Scores from 1.5 to 2

Table 2: The speaking test at the final second term in school year 2020-2021

Scores from

1 to 1.5

Scores from 1.5 to 2

more passive in the speaking lessons

Through teaching experience, I realized that most of students are unable to speak fluently The reason for this bad situation is that they have not been coached to speak effectively by their teachers and they find it absolutely difficult to speak and students are more passive, not interested in lessons and even bored in speaking periods Furthermore, they lack general knowledge and lack both grammar and vocabularies which lead to figure out the ideas for the topic and convey their thought into the topic Therefore, teachers need to find the best way to motivate and encourage them in each lesson I believe that the measure in this study can help teachers more successful in teaching process, motivating and improving students' English speaking ability

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PART 2: THE SOLUTION

1 The speaking program for non-English major students at Quy Hop 2 high school

Basing on the new textbooks designed by the Ministry of Education and Training, English are taught with four skills and Language Focus The speaking program at Quy Hop 2 high school follows the syllabus of the MOET (Ministry of Education and Training) with the aim of improving students’ abilities in speaking In English textbook, there are a range of types to practice speaking with statements, dialogues, conversations and short talk

The study aimed at exploring the relationship between motivating students in English language learning and how students improve speaking ability The study examines the learning of speaking skill among students at high school and the researcher also tried to look at the errors committed by those EFL high school students The focus was placed on such English language aspects as Vocabulary, Grammar, Pronunciation, and Fluency related to speaking skill This was done in order to help EFL students in the area learn how to increase both motivating in speaking learning and speaking fluently

2 Which difficulties do the participants often make?

To answer this question, I made use of questionnaire papers (see appendix 1) to

determine students’ attitude to speaking lesson before doing small group projects and difficulties that students are facing in classes C2, C7 and C8 with 127 students

Table 3: The answer for the question: How is the speaking lesson?

Did you get more chances to speak in English

during the lesson?

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Almost students reported that they didn't get many chances to speak in the speaking lesson In speaking lessons in class with a large number of students (more than 40 students per class), there is not much time for students to practice speaking The interaction between teachers and students, between students and students is not much, sometimes they are forced

Table 5: Answer for question: What are your problems facing?

Question 3: What

are your

problems facing?

Strongly agree Agree

Neither agree nor disagree

3 What can the teachers do to improve in teaching speaking skill and help students motivate, practice and improve their speaking skill?

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In order to get what students need, I made a question: "what do you think really help you to speak during the lesson? Please rank all those options below in order from

1 to 4" for the 127 students of 3 classes Here are the results:

Table 6: The answer for the question

Rank Interesting

speaking activities

Speaking topic

Teacher’s instruction

Therefore, I have changed the speaking activities by making them more interesting, choosing topics that are related to life, close to students, towards real-world problems (environmental problems where they live, beautiful landscapes, birthday party, wedding party, music, celebrities, favorite movies, volunteer work, housework and responsibilities in the family, International Organizations, etc.) Topics associated with Unit topics in the curriculum are related or can be applied in practice, discovering what has happened and is happening in life respectively

Moreover, I have applied some methods in teaching speaking For example, I have done small group projects at home and carried out in some speaking lessons and optional lessons The units that I have students to work on projects, I will postpone the speaking lesson to the end of the unit At the first period of the unit, students will

be assigned topic tasks, divide into specific groups, check the completion progress, exchange ideas for projects in each next period and then integrate the speaking period and optional periods for students to report and present their projects

During doing process, the teacher plays the role of orienting, organizing, consulting, supervising, helping and creating favorable conditions for students to implement the project in the best way and then help to develop their own abilities

The desired outcome of any activity in a foreign language classroom is usually achieved through the effective construction of the teacher Based on Harmer’s (2007) model, I applied an instruction unit consisting of the following stages:

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➢ Introduction: Explaining learners the purpose of the current lesson and the given

topic and ask them to layout their background knowledge on the topic

➢Presenting the task: In this stage, what I expect from the students to do should be

explained clearly For example, if I want the students to do a project about a given topic, I can make a model with clear explanation as a first step To check whether the task is understood clearly by the students, they can be asked to repeat the process This can be done in English or Vietnamese depending on the level of the students In addition, students should be given all the necessary materials, pictures, listening and reading texts, etc about the task

➢Observation and follow up activity on the Topic: The teacher’s keeping track of

the activity going on in the process that students do the projects at home In order to get students' assignment implementation, I will directly read and review the original products submitted by the groups about the content of the information, the way it is presented, is it suitable for the topic or not? Has the issue been resolved yet? What information needs to be corrected? Suggest a suitable way to express, etc

Create conditions and environments to guide and support students to practice and

choose a project implementation plan Guide them to focus on learning, solving problems and performing specific project tasks Allow and encourage students to construct their own knowledge Get more about technology to help students if they need

➢Feedback: To make the students learn about their performance at the end of the

activity In this stage, I inform students what they have achieved is better than saying them what they have failed Such a feedback would contribute to learners' motivation, sense of achievement and self-confidence

4 Implementation process of doing small group projects at home

This section discusses the procedure to conduct a project lesson and an effective way to help students develop their speaking skill through the small group projects given to students following English 7-year program

- Create conditions and environments to guide and support students to practice and

choose a project implementation plan

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- Guide them to focus on learning, solving problems and performing specific project tasks

- Allow and encourage students to construct their own knowledge

- Get more about technology to help students if they need

4.1.2 Students:

- Students are the center of the project learning task, students do not work independently but work in groups, acting as people from different fields, with the task

of fulfilling their roles according to the goals stated target

- When performing assigned tasks, students decide for themselves how to approach the problem and what activities need to be done to solve the problem

- Students need to complete the project with the most appropriate and specific products

4.1.3 Facilities for carrying out the projects

- Textbooks, reference materials, computers, TV, internet, smart phones, presentation media, posters, etc Students need to be facilitated to use information technology when producing and presenting the products

- In classrooms at our school, all classes have large TVs that can be connected to laptops, so it is convenient for students to present their products with PowerPoint, video clips

- In the process of teaching and guiding students, teachers have used Padlet, Messenger, and Zalo to form groups, exchange information, and submit assignments according to each student's task When teachers need to talk directly with students but don't have time, they use Zoom or Google meet to do it It is really effective

4.2 Procedure:

Step 1: Introduction

a Contextualize the task

b Inform the class of the lesson objectives

c Timeline and assessment

Step 2: Divide class into groups and select the sub-topics of the project

Step 3: Conduct the project

a Brain storming ideas, plan and assign tasks

b Prepare students for information gathering & compiling, and analyzing data

c Exchange, ask for teachers' opinions and complete the outcomes of the project

Step 4: Present the final outcomes of the project

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Step 5: Assess students’ work

Step 6: Give key values

For this study, I have implemented small projects at home for my students with many topics such as about the films you like best, the World Cup, the party you have taken part in, you organized or you will organize, the popular celebrations in Nghe

An, in Viet Nam or in the world, the wonders of Vietnam or the world, and International Organizations

Now, I would like to introduce the implementation process of doing small projects at home with the topic "CELEBRATIONS"

4.3 Lesson plan used for the study:

PROJECT- TOPIC 8: CELEBRATIONS – ENGLISH 11 (7 YEARS)

Activity: Choose one of the celebrations to make a presentation on it

- Tet holiday - Easter - Thanksgiving

- Mid-autumn festival - Christmas

- Valentine’s Day - Halloween

A Objectives: Through doing small projects about the CELEBRATIONS, there will

be able to:

1 Knowledge: By the end of the project, students will be able to:

- Further discuss and better understand the topic CELEBRATIONS which are not

limited to information, vocabulary or grammar introduced in a text taken from the course book and know more about the real world

- View the CELEBRATIONS from different lenses and thus be exposed to and

practice the English language they have learned in class

- Apply language knowledge and skills acquired from the unit to give some

information about CELEBRATIONS in Vietnam and in the world

- Focus on understanding, solving problems, and performing specific project tasks

- Present their ideas about CELEBRATIONS

2 Skill:

- develop their communication skills, including reading, listening, writing, and oral

presentations on activities of some CELEBRATIONS

- Practice self-study and self-study methods, thereby giving students a much more

personalized and rewarding experience on the CELEBRATIONS

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- Develop cooperation as well as “people skills” and improve their communication

skills through not only listening to different people's opinions on the

CELEBRATIONS, but also learning how to talk about them

- Develop Time Management, Organizational Skills, Problem-Solving Skills and Ability to Find Information

- To encourage students work in groups and develop Lifelong Learning Ability

4 Competences

- Develop collaborative, problem-solving and communicative competences

B LANGUAGE FOCUS

Key terms:

Key grammar/ structure: present tenses

a Contextualize the task

Ask students: - What is your favourite celebration?

- When and where is this celebration originated?

- What is its purpose?

- What do people usually do?

- What do you yourself often do on this occasion?

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b Inform the class of the lesson objectives

- Address the objectives of the lesson to the class and emphasize on the core value and language requirements for the project

- Help students understand the instruction and the procedure for conducting the project Remind students of the following points:

+ They should make a detail presentation on the origin, activities, special thing

about each celebration

+ Then they brainstorm all the necessary information and illustrations related to the activities they will do and arrange them in a logical order on a poster/ power point/video/play

+ They need to have a good preparation for their presentation on the project

c Timeline and assessment

- Allow 1 week for students to work on their project

- Product presentation time (5-7 minutes per group)

- Introduce the form of project teamwork plan, checklist and rubric for project assessment to students Give a clear explanation to help students understand all

requirements before they start doing their project (see appendix 2, 3, 4 & 5)

Step 2: Divide class into groups and select the sub-topics of the project

- Divide students into groups of 6 according to their concern about celebration

- Students discuss to choose the celebration, and then the group leaders will submit the group's celebration by filling in the form according to the link the teacher attached

on the Padlet The teacher will list the movie names of the groups by class and print it out and paste it in the classroom for students to follow

Photo: Groups finished the form

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- Have students in each group choose a leader who will assign tasks to the members and monitor teamwork and a note-taker who will be responsible for taking notes of group ideas for later discussions For example, the group leader has to guide and divide work among members in the group; member 2, is in charge of collecting photos or pictures about celebration; member 3 and 4 have a duty in writing the content of presentation; member 5 and 6 are responsible for presenting the form of the

poster/power point/video, etc All members have to make a presentation By doing this

way the teacher encourages students to speak naturally with their peers and feel safe

to ask the teacher questions

- Students discuss in group to complete the table and hand in

- Teachers guides students how to divide the task

Here is the table divided the tasks for members of group:

Photo: Group5's tasks

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Step 3: Conduct the project

a Brain storming ideas, plan and assign tasks

- Team leaders and members discuss, sketch and develop ideas for project

implementation

- Encourage students to make a detailed teamwork plan for their project (See

appendix 2)

- Elicit the information that should be put on the poster

Here is the detailed teamwork plan:

Photo: Group 5's project work plan

- Teachers guide students how to collect information and pictures for their project

- Teachers remind students that they need to compile, evaluate, and synthesize the relevant information for their project poster

- Team members collect data from many different sources and then synthesize, analyze and accumulate knowledge gained from that to complete the tasks of each team member and send it to Padlet, Zalo for the team leader to summarize At the same time, the teacher supervises and checks the content and progress of each member's work

- Each group needs to discuss, select the most valuable information and arrange the information in the most appropriate order, best suited to the project idea Bring into full play the role of each individual in the team in each stage of project implementation

- The groups complete the draft of the project and submit it to the padlet, zalo, mesenger for teachers' comments

c Exchange, ask for teachers' opinions and complete the outcomes of the project

- The teacher will directly read and review the project draft submitted by the groups about the content of the information, the method of presentation is suitable for the

topic or not? Has the issue been resolved yet? What information needs to be

corrected? Suggest a suitable way to express, etc

- The members of the group will synthesize the teacher's analysis, comments and suggestions to jointly complete the final project of their group

- The project implementation results can be presented in many forms such as on poster Power Point, or videos

- Groups send the project's products to the teacher's padlet, email, or zalo

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Photo: Padlet page for students to exchange and send project products

Photo: Groups send products to email for teachers to check and comment on

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- After finishing the product, all members will practice at home first to present the product to the class The students practice for each other to listen, to comment, edit, and complete their tasks as best they can They also send recordings and videos

of their practice at home to the teacher for comments and corrections to:

+ The content: accurate, complete, and relevant to the topic?

+ Layout: clear, logical?

+ Vocabularies: appropriate?

+ Pronunciation, intonation: correct, standard?

+ How to present: confident, inspiring?

+

- Help students to make an outline of a presentation:

Introduction: Welcome the audience Good morning everyone

Introduce the topic Today, I am here to tell you about …

Body: Introduce the first point, To begin with, I’ll suggest …

To move to the next point, My next point is……

Conclusion: To indicate the end of the talk To sum up, ……

To thank the audience Thank you for listening

Photo: Cut from a video sent and taken on messenger students sent for comment

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Photo: Students sent audio and video files through messenger and Zalo for comment

Photo: Students (11C8) are practicing the presentation

When practicing at home, students use guided applications in pronunciation practice, determining the meaning of the words to help practice speaking, and prepare for project presentations such as:

- TFLAT, Oxford, Cambridge, Ozdic dictionary (Collocation Dictionary)

- Cool speech or Text to speech software has the main feature of reading available texts with native standard accents, helping them to imitate and learn very easily They even compose the content in the project by themselves and ask the application to read according to their favorite voice and customize the reading speed and intonation so