Sáng kiến kinh nghiệm, SKKN This section discusses the procedure to conduct a project lesson and an effective

I THE PURPOSE OF THE RESEARCH 1 Introduction Nowadays, the Vietnamese Ministry of Education has undergone major reforms in the English Curriculum so as to meet the demands and challenges of globalizat.

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I THE PURPOSE OF THE RESEARCH

2 The need of the research

Project-based learning (PBL) helps students apply what they learn to real-life experience anddeveloping cross-curriculum skills while working in small collaborative groups Due to the active andengaged learning, students are inspired to gain a deeper knowledge of the topics they are studying Inaddition, students develop their confidence and self-motivation through team-based and independentwork In the process of completing their project, students also improve their organizational and researchskills and develop better communication with their peers and their teacher Project-based learning isalso an effective way to help teacher explore students’ ability to integrate technology into their learningand in the classrooms Hence, it sparks students’ desire to explore the world and apply what they havelearned in real life and improve their speaking skills both through group work and through present theirideas in front of the class Although project lesson is especially designed for students learning English10-year program, it can be applied for those of 7-year one It has been proved to be effective

3 The content of the research:

This section discusses the procedure to conduct a project lesson and an effective way to help studentsdevelop their speaking skills through the project given to students following English 7-year program

a 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

a. Select the group members randomly.

b. Adapt the topic according to students’ interests and levels

c. Using lucky number for students to choose their parts

Step 3: Conduct the project

- Using questions to help students Step 4: Prepare students for information gathering & compiling, and analyzing data

- Ask them to make a plan to assign their members’ duty

- Show them how to search for information and ways to gather information

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- Help them make outline Step 5: Prepare students for the final activity

Step 6: Present the final outcomes of the project

Step 7: Assess students’ work

Step 8: Give key values

Lesson plan used for the study 1: (ENGLISH 11- 7 years)

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

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

By the end of the lesson, students will be able to:

- further discuss the topic CELEBRATIONS and develop their communication skills, including reading, listening, writing, and oral presentations on activities of some CELEBRATIONS.

- use key terms and key grammatical structures related to “CELEBRATIONS” to discuss activities.

- apply language knowledge and skills acquired from the unit to give some information about

CELEBRATIONS in Vietnam and in the world.

 Content objectives

By the end of the lesson, students will:

- present their ideas about CELEBRATIONS.

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- When and where is this celebration originated?

- What do people usually do?

- What do you yourself often do on this occasion?

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

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

o They should make a detail presentation on the origin, activities, special thing about each

celebration.

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

o 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

- 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 theirproject (Appendix 1, 2 & 3)

Step 2: Divide class into groups

- Divide students into groups of 5 according to their concern about each celebration

- Have students in each group choose a leader who will assign tasks to the members and monitorteamwork 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 a celebration; member 3 has a duty in writing thecontent of presentation; member 4 is responsible for presenting the form of the poster; member 5 who is

good at speaking has 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

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5

- Encourage students to make a detailed teamwork plan for their project (See appendix 1)

- Elicit the information that should be put on the poster

Step 4: Prepare students for information gathering & compiling, and analyzing data

- Guide students how to collect information and pictures for their project

- Remind students that they need to compile, evaluate, and synthesize the relevant information for theirproject poster

EXAMPLE: (students’ draft)

• Valentine's Day or Saint Valentine's Day is a holiday which is celebrated on February 14th

by many people around the world.

• In English-speaking countries, it is the traditional day on which lovers show their love to each other by sending Valentine's cards, giving flowers, or going out for dinner together.

• One of the most common presents on this day is chocolate.The holiday is named after a Christian priest – Valentine.The most common symbol of St Valentine’s Day is Cupid - the Roman saint of love.

• Cupid is a young boy with a bow and arrow.The first Valentine’s Day was in England, and then spread around the world including many countries in Europe, Asia, and South America.

• However in some countries such as India, Valentine’s Day is not allowed.In India, many lovers are not even allowed to go out together or show their love to each other in public places.

Step 5: Prepare students for the final activity

- Have students think about the language use, skills, the content requirements, and the format of the oral

presentation (see appendix 2) and final poster display (see appendix 3).

- Help Ss to simplify the ideas they get from the Internet

- Encourage students to anticipate questions the audience may ask them about their poster

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- Help Ss 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

- Have students present the final outcomes of their work in the project show:

o Teacher sets the time for each group to present and rules For example, each group has 10minutes to present their project and 3 minutes for question and answer section.)

o While one group presents its project, the others observe, tick the checklist and give comments

Have they had a group leader?

Have their leader assigned tasks to all members?

Have their group listed tasks and plans that you intend to do?

Have they searched the information from magazines, newspapers, the Internet, or libraries?

Have they taken your own photos of your community?

Have they given the relevant information?

DESIGN

Are illustrated picture/ photos eye-catching meaningful, and understandable

Does their product include:

- title of the project?

- name of group members?

- main contents

- Observe and take notes while groups are presenting their projects

- Use the rubrics for the project poster and for the oral presentation

ORAL PRESENTATION RUBRIC Topic: _ Teacher: Group:

Content Shows a full

understanding

Shows a good understanding

Does not seem to

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of the topic of the topic of parts of the

topic

understand the topic very well

Clear speech

and

pronunciation

Speaks clearly and distinctly all (100-90%) the time, and mispronounces

no words

Speaks clearly and distinctly most (89-75%)the time, but mispronounces

1, 2, or 3 words

Speaks clearly and distinctly about 74-60%

of the time

Mispronounces

no more than 5words

Often mumbles or cannot be understood

OR mispronounces more than 7 words

Eye-contact

Confidence

Facial expressions and body language generate a strong interest and enthusiasmabout the topic with the others

Facial expressions and body language sometimes generate a strong interest and enthusiasmabout the topic with the others

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat pretended

Very little use of facialexpressions

or body language

Did not generate much interest in topic being presented

Preparation

Student is completely prepared and has fully rehearsed

Student seems pretty preparedbut might haveneeded a couple more rehearsals

The student is somewhat prepared, but it

is clear that rehearsal was lacking

Student does not seem at all prepared to present

Discussion

Student can fully answer the audience’s questions

Student can answer the audience’s questions, but rather slowly

Student can answer some

of the audience’s questions

Student can answer only

1 of the audience’s questions

- Give constructive and positive feedback

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- Praise feasible projects that completely meet the requirements.

- Ask students to vote for their friends with good presentation and give their comments This makesthem feel eager and motivated

- Ask students the following questions to identify key values after doing the project

o What have you learned today?

o What is the value of your project?

o How do you feel about your project?

o When do you intend to carry out your plan?

- Encourage students to talk about practical advice based on their real problem and their own ability

Lesson plan used for the study 2:

PROJECT- TOPIC 6: GLOBAL WARMING – ENGLISH 11 (10 YEARS)

Activity 1: Discuss which of the following activities your group can do to help reduce the carbon

footprint of your school and community.

Activity 2: Give your group’s activity a campaign and think about its purpose Then make a

detailed plan using the table below.

Effects

Activity 3: Present your group’s detailed plan to the class.

A OBJECTIVES

 Language objectives

By the end of the lesson, students will be able to:

- further discuss the topic GLOBAL WARMING and develop their communication skills, includingreading, listening, writing, and oral presentations on activities to help reduce the carbon footprint ofyour school and community

- use key terms and key grammatical structures related to “action plan” to discuss activities to helpreduce the carbon footprint of your school and community

- apply language knowledge and skills acquired from the unit to give some practical advice on how tohelp reduce the carbon footprint of your school and community

 Content objectives

By the end of the lesson, students will:

- present their ideas on how to help reduce the carbon footprint of your school and community

B LANGUAGE FOCUS

- Key terms: climate change, global warming, greenhouse effects, deforestation, preservation, 3R campaign, going green campaign, raise people awareness…

- Key grammar/ structure: Use should, ought to, you’d better, need to make suggestions, or to give

advice on reducing carbon footprint in the school or in the community

C METHODS

Communicative Language Teaching &Project-based Learning

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D TEACHING AIDS

Textbook, board, chalk, a video, posters, pictures, photos

E PROCEDURE

Step 1: Introduction

a Contextualize the task

- Ask students about the causes, effects and solutions to the global warming problems

- What are the causes and effects of global warming on the natural environment and our life?

- What can we do to reduce the carbon footprint of your school and community ?

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

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

o They should make a detail plan on how to help reduce the carbon footprint of your school and community.

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

o 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

- 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 theirproject (Appendix 1, 2 & 3)

Step 2: Divide class into groups

- Divide students into groups of 5 according to their concern about each type of pollution

- Have students in each group choose a leader who will assign tasks to the members and monitorteamwork 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 the type of pollution; member 3 has a duty in writingthe content of presentation; member 4 is responsible for presenting the form of the poster; member 5who is good at speaking has to make a presentation

- Encourage students to make a detailed teamwork plan for their project (See appendix 1)

- Elicit the information that should be put on the poster

Step 4: Prepare students for information gathering & compiling, and analyzing data

- Guide students how to collect information and pictures for their project

- Remind students that they need to compile, evaluate, and synthesize the relevant information for theirproject poster

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-Purposes: +Celebrate the day of Foundation of The Ho Chi Minh Communist Youth Union.

+Raise people’s awareness about the importance of protecting the environment

-Time and place: +Time: 8am, 25.3.2016

+Place: Cho Moi park

-Task: Clean up the park, collect garbage, plant flowers

-Person in charge: +Founder’s campaign: Lan Anh, Mai, Uyen Em, Nhật, Duy, Trọng, Oanh

+Volunteers: 28 students from class 11C11

*Details:

-Bring: shovels, plastic bag, gloves, brooms, flowers (portucala)

-The park will be divided into 2 parts, here and here We will have 2 group, group A which is managed

by Lan Anh, Mai, Uyen Em, Group B which is managed by Nhật, Duy, Trọng, Oanh Group A will work here, and group B will work here

-Fill the vacant land by planting portucala flowers

- Collect the garbage and put them into the plastic bags

-Possible difficulties: +Lack cleaning tools So we can take turn to use

+The weather may be hot so I hope you will bring hat and masks

-Effects: +Help people understand the importance of the environment

Step 5: Prepare students for the final activity

- Have students think about the language use, skills, the content requirements, and the format of the oral

presentation (see appendix 2) and final poster display (see appendix 3).

- Encourage students to anticipate questions the audience may ask them about their poster

- Help Ss 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

- Have students present the final outcomes of their work in the project show:

o Teacher sets the time for each group to present and rules For example, each group has 10minutes to present their project and 3 minutes for question and answer section.)

o While one group presents its project, the others observe, tick the checklist and give

comments(see appendix 4).

- Observe and take notes while groups are presenting their projects

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Step 7: Gallery walk

- Have the class walk around and vote to decide which group had the best poster and the best advice orsuggestions

- Use the rubrics for the project poster and for the oral presentation (see Appendix 5)

- Give constructive and positive feedback

- Praise feasible projects that completely meet the requirements

- Ask students the following questions to identify key values after doing the project

o What have you learned today?

o What is the value of your project?

o How do you feel about your project?

o When do you intend to carry out your plan?

- Encourage students to talk about practical advice based on their real problem and their own ability

II THE RESULTS:

A project-based learning environment provides students with opportunities to develop theirabilities to adapt and change methods to fit new situations Further, students have greater opportunity

to learn real Communication associated with seeking information from any resource such as Internet

The research instruments used in this study were interview form for students from 11C1

(2016-2017) (the control group) and 11C11 (2018-2019) 11C10 (2018-2019) (the experiment group) and thescore on presentations of these two groups The questionnaire helps to know the students’ attitudestowards speaking using projects The result of this study indicates that the experiment group is betterthan the traditional group and better than before This study makes students understand the lesson easilywith positive attitude They also scored higher than the control group in terms of representation andexplanation Their presentations were evaluated by their preparation – (25%), Coherence and cohesion(25%), design (25%) and discussion (25%)

25 (80,6%) 10 (19,4%)

11C11

(2018-2019): 29 students

GLOBAL WARMING

19 (65.5%) 10 (34.5%) 10 (45,5%) 19 (54,5%)

11C10

(2018-2019): 41 students CELEBRATIONS 30 (73.2%) 11 (26.8%) 15 (51,6%) 26 (48,4%)

QUESTIONNAIRE:

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Questions 1 2 3 4 5

1. How much do you like when given a project?

2. Do you feel like working in groups?

3. Do you feel more confident when talking to

your friends?

4. Do you enjoy speaking in front of the class

with your friends’ help?

5. Do you want to study speaking traditionally or

with projects?

III SPHERE OF INFLUENCE:

This study can be applied for students not only for students learning English 10-year programbut for those learning English 7-year program and those learning other science subjects as well.Teachers can give easy or more difficult tasks depending on the students’ level The latest thing of thisresearch is that if this project lesson is not included in the curriculum, the teacher can apply thisresearch in optional lesson, in any skill in the topic such as reading, speaking, listening and writing or atthe end of each unit

IV CONCLUSION:

This study show the effectiveness of conducting a project in English classrooms and some ways

to assess students’ work in the hope to develop students’ presentation skills

Hope to receive comments from my colleges!

Many thanks to spend your time on this study!

An Giang, February 20th, 2019

Person in charge

Lê Thị Tuyết Lan

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(An expected completion date)

Comment

(Comments are optional.)

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1 Concluding the contents

2 Giving some key values

IV QUESTIONS AND ANSWERS

Answer questions related to the topic from the teacher and the audience

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APPENDIX 3 GUIDELINES ON POSTER LAYOUT

Your PROJECT POSTER may follow the layout below (or you may create your own)

NAME OF PROJECT: RIDING BICYCLE FOR A GREENER EARTH

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15/02/2019Nguyen Huu Canh High School or the Park near the Secondary School

People will not be

willing to share their money

The money we raise will not be enough for our activities

Designing our uniform campaign and printing posters

Delivering

posters

All members of group

22/02/2019Nguyen Huu Canh High School or the Park near the Secondary School

Not many peopleaccept to take theposters

Letting people know more about the campaign

People know more details about the campaign

Letting people know more about global warming and how to reduce it

Updating the group’s activitiesContacting to

the Youth

Union and

holding an

event

Nhật 24/02/2019 The request may

not be accepted Letting the students know

more about the campaignAttracting people

to join in the campaignBorrowing

bicycles

Uyên Em 20/02/2019 There may have

not many people who are willing

to lend us the bikes

For the ones who want to join this campaign but don’thave bicycles

Making sure that all of the bikes can

be taken back

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MARKING CRITERIA YES (√) /

NAME OF THE

PROJECT ACTION PLAN

PREPARATION

Have you had a group leader?

Have your leader assigned tasks to all members?

Have your group listed tasks and plans that you intend to do?

Have you searched the information from magazines, newspapers, the Internet, or libraries?

Have you taken your own photos of your community?

Have you compiled, evaluated, and synthesized the relevant information?

Does your poster include: