Applying presentation and video production in teaching project of unit 1: family life and unit 8: ne...

Applying presentation and video production in teaching project of unit 1 family life and unit 8 new ways to learn New english textbook 10 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA 4 HIG[.]

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

EXPERIENTIAL INITIATIVE

APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND

UNIT 8: NEW WAYS TO LEARN -NEW ENGLISH TEXTBOOK 10

Author: Nguyen Thi Phuong

Position: Teacher

Subject: English

THANH HOA, YEAR OF 2019

TABLE OF CONTENTS

INITIATIVE

3

PRODUCTION IN TEACHING PROJECT OF UNIT 1:

FAMILY LIFE AND UNIT 8: NEW WAYS TO LEARN -

NEW ENGLISH TEXTBOOK 10

7

PROJECT OF UNIT 1: FAMILY LIFE

7

PROJECT OF UNIT 8: NEW WAYS TO LEARN

13

TEACHING

18

REFERENCES

APPENDIX

EXPERIENTIAL INITIATIVE LIST

1 INTRODUCTION

1.1 RATIONALE

Nowadays it is not daring to say that the ability to speak at least one foreign language is a necessity “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999) The world has become smaller It is said it has turned into the size of the so-called “global village” We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997) Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes Therefore learning a second language has become a means of keeping up with the pace of the rapidly changing world

Todays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability The demands of the contemporary society together with the position of English as an international language (McKay) may present a reason for learning this language in particular

Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially

in modern societies where contacting with foreigners often occurs However, there still exist many difficulties in learning and teaching English in Vietnam in general and at Hoang Hoa 4 high school in particular Many Vietnamese learners can write and read English quite well but they can not speak it correctly and fluently in real-life communication Surely, there are many reasons for this reality After teaching English in Hoang Hoa 4 high school for 16 years, I have recognized some big obstacles which prevent English teachers and learners in Vietnam from achieving their aims These obstacles are: large and heterogeneous classes, students’ low level of English language proficiency,

students’ low motivation and some others Unfortunately, this is not only the situation in my school but also the case for many other schools in Thanh Hoa as well as schools in Vietnam This has given me the desire to conduct

TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND UNIT 8: NEW WAYS TO LEARN - NEW ENGLISH TEXTBOOK 10”

1.2 AIMS OF THE STUDY

The study is carried out to:

- improve 10th-form students’ speaking skill through learning Project.

- suggest some ways to stimulate students and help them find it useful when speaking English

- to investigate how effective the methods of teaching speaking are, and how successful the students are in speaking English, and also to find out the role of the teachers in teaching speaking

- The participants in the sample group of this study were intermediate level undergraduate preparatory program students at the school of Hoang Hoa 4 at Hoang Hoa district, Thanh Hoa province

1.3 SCOPE OF THE STUDY

The subjects chosen for this study are 167 students in 10th- form at Hoang Hoa 4 high school My school is in the countryside, almost families are farmers Therefore, students’ speaking English mainly depends on teachers and textbooks I myself take responsibility for the job and create several simply

ways to improve students’ speaking skill through learning Project

1.4 METHODS OF THE STUDY

To achieve the objectives of the study, several methods are used, but I use mainly quantitative and qualitative methods

The data serving the research analysis and discussions are collected by means

of a survey questionnaire for students and observation

1.5 NEW FEATURES OF THE EXPERIENTIAL INITIATIVE

Last school year, I asked students to choose one of the group members to be a presenter / speaker This didn’t make other students engage in speaking skill Therefore, I have changed the requirement to the groups: all members have to

participate in presenting / speaking in the Project Although some students are

shy, most of them have tried their best to speak And speaking skill has

improved considerably

2 CONTENTS OF THE STUDY

2.1 THEORETICAL BACKGROUND

English as a language has great reach and influence; it is taught all over the world English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number

of people in the world that use in English to communicate on a regular basis is 2 billion Learning English can also help students to meet new people They can practice their English with someone who is also learning

English is the language of science, of aviation, computers, diplomacy, and tourism Speaking English increases students’ chances of getting a good job in a multinational company within their home country or of finding work abroad

2.2 PRACTICAL BACKGROUND

The study was conducted at Hoang Hoa 4 high school, a rural school of Thanh Hoa province

The school has 32 classes, each class consists of from 38 to 46 students Most of the students come from the villages in the district where English learning and teaching do not get much attention The only sources from which students can get knowledge are the textbooks and their teachers With three periods per week, this is unable for teachers to meet students’ demand At home, they are short of dictionaries, reference books, cassette tapes, speakers Additionally, their parents do not know anything about English As a result, they find it difficult to speak English and they become lazy

The total number of English teachers at Hoang Hoa 4 high school is 7, all of whom are female aged from 33 to 43 They were trained from training courses in English language teaching at different universities in Vietnam All of them are young teachers who are friendly, active, knowledgeable and full of inspiration for teaching

The main English textbooks used in teaching English at this school are English textbooks 10, 11, 12, Education Publishing House ( Basic stream) From

my personal observation as a classroom teacher and a form teacher, students seem to be bored with doing the same activities They do not have motivation to speak English

The data analysis conducted by means of frequency, mean and percentage revealed that the students are unsuccessful in speaking English although they are

highly eager for having this skill High anxiety level is an important factor in this failure The findings of oral interview demonstrated that the students only feel themselves not irritated while working with classmates or playing games The techniques and the methods used in teaching speaking in English assist learning this skill positively but it is confirmed that this is not enough

The attitudes, manners and behaviour of the language teachers who teach speaking English to the language learners are appreciated by the students; however, this does not change the reality that they are unsuccessful in speaking English

I have been teaching English for 16 years and during this time period I have observed that many of the students have difficulty in speaking English although they are always grammatically successful Therefore the question came to my mind Why? Why are the students successful in grammar but not in speaking? Then I wanted to have my experiential initiative on this topic:

TEACHING PROJECT OF UNIT 1: FAMILY LIFE AND

UNIT 8: NEW WAYS TO LEARN - NEW ENGLISH TEXTBOOK 10”.

2.3 IMPLEMENTATION AND SOLUTIONS

2.3.1 Techniques in teaching Project.

2.3.1.1 Why do teachers teach Project?

Teachers are incorporating more and more projects into their curriculum, allowing for much greater levels of collaboration and responsibility for students

at all levels Project- based learning is a popular trend, and even teachers who don’t necessarily follow that approach still see the benefit to using projects to advance their students’ learning

Projects can be wonderful teaching tools They can allow for a more student-centred environment, where teachers can guide students in their learning instead

of using lectures to provide them with information

Students work on a project over an extended period of time – from a week up

to a semester – that engages them in solving a real-world problem or answering a complex question They demonstrate their knowledge and skills

by developing a public product or presentation for a real audience

As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an

authentic, meaningful project Project Based Learning unleashes a contagious, creative energy among students and teachers

Despite general agreement about the benefits of using projects and project-based learning in general, it must be noted that all projects are not created equal! It is quite possible to create projects that remove creative ability and control from the students and places all the power of decision with the teacher

2.3.1.2 Activities to promote Project

 Have students work in small groups or pairs whenever possible

 Choose skills to be worked on instead of specific topics

 Give students guidelines that allows for individuality

 Encourage students to take on different roles while collaborating

 Allow students creative choice when it comes to the final result

 Change the way that projects are presented/displayed

 Grade projects based on the targeted concepts and skills

2.3.2 What is a presentation ?

A presentation is a means of communication that can be adapted to various

speaking situations, such as talking to a group, addressing a meeting or briefing

a team

To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered

Presentation helps students:

 Communicate complex information in simple and interesting ways to keep the listeners engaged

 Communicate thoughts and feelings effectively

 Develop self-confidence

 Gain real-world skills, such as the ability to present accomplishments and skills during a job interview

2.3.3 What is video production?

Video production is the process of producing video content It is the equivalent

of filmmaking, but with images recorded digitally instead of on film stock

There are three stages of video production: pre-production, production, and post-production Pre-production involves all of the planning aspects of the video production process before filming begins This includes scriptwriting, scheduling, logistics, and other administrative duties Production is the phase of

(moving images / videography) and involves filming the subject(s) of the video Post-production is the action of selectively combining those video clips through video editing into a finished product that tells a story or communicates a message in either a live event setting (live production), or after an event has occurred (post-production)

Video production can be used at sporting, school, stage, wedding, church, and similar events to provide recordings of the events (Video production at Curlie)

Benefits of video production in teaching at school

 Videos are easier to be accepted by students

 Immerse students in the production

 Stimulate activities

 Video brings more information

 Engage learners

 Integrate the outside world into classroom

 More than words can tell

 Videos are more flexible

 Easier to understand

 Video creates an experience

2.3.4 Applying presentation and video production in teaching Project of Unit 1: Family life and Unit 8: New ways to learn – New English

Textbook 10

2.3.4.1 Applying presentation in teaching Project of Unit 1: Family life

New English Textbook 10 is used in all classes at my school this school year and it is the first time I have taught the textbook Although some lessons are long, they are very interesting and easy for me and other teachers to teach

Project is one of the most useful and attractive lessons for students after they

have gained knowledge from the previous periods Therefore, teachers should design the lesson effectively to engage students in class

For this purpose, from Project of unit 1, I have guided students to do Project individually or in groups at home and they will show their presentation in class.

In Project of Unit 1: Family life, I devided students in 4 groups and

* Do a survey Find out…

. how many classmates live in a nuclear family and how many live in extended

family;

. how many classmates have both parents working;

. how many classmates spend at least one hour a day doing housework;

how many classmates have parents who spend at least one hour a day helping them with their homework;

what your classmates think the ideal family is like

* Work in groups Compare your findings and get ready to report to the class.

Before presenting students have to make sure their presentation concluding 5 criteria:

+ Fluency and coherence

+ Lexical resource

+ Grammartical range and accuracy

+ Pronunciation

+ Illustration

Whereas each group presents, I ask students in other groups to pay attention then give comments and the speakers of groups also assess themselves (self assessment) basing on provided criteria( See appendix 1) At the end of the lesson, I give my assessment and marks to the groups( See appendix 2)

In teaching Project lesson ( Unit 1: Family life – New English Textbook 10) of

4 classes, I find the students are very excited, consolidated, confident and creative They have chances to become English speakers / presenters about

Family life (see CD) Besides,students can find out how correct their

pronunciations are and experience for them Here are my students’presentations

Group 1

Group 2