INTRODUCTION 1
Rationale of the study 1 2 Aims and Significance of the study 2
English is a mandatory subject in the 2018 National Curriculum and serves as a key component in high school education Its primary aim is to cultivate essential competencies and positive qualities in alignment with the 2018 General Education Program guidelines.
The 10th grade English textbook, Global Success, presents the core content of the English subject through a structured system of topics and themes Each unit concludes with a project that aligns with the unit's topic, allowing students to reinforce their language knowledge while enhancing their skills This approach not only fosters language proficiency but also promotes the development of positive qualities in students, as the projects are designed from the perspective of project-based learning.
Students can select from various presentation methods, including posters, PowerPoint, talk show skits, video clips, interviews, or reenactments of contests or events, tailored to their abilities Following each presentation, it is essential to encourage students to share a message that reflects their understanding of the lesson topic and their awareness of the world around them.
In the comprehensive reform of education, the Ministry of Education and Training has highlighted a significant shift from merely transmitting knowledge to fostering the qualities and competencies of students The new general education program emphasizes five key qualities: patriotism, hard work, honesty, kindness, and responsibility Comprehensive education should integrate knowledge acquisition with character development, aiming to cultivate citizens who can "live and love, live autonomously, and live responsibly." A strong sense of responsibility and kindness is essential for all individuals, as living responsibly involves fulfilling obligations to society, school, family, and oneself, while also having the courage to take action and accept accountability Thus, training and educating students about responsibility and kindness is crucial.
In response to the need for innovative teaching methods and the objectives of the 2018 general education program aimed at enhancing core competencies and qualities in high school students, I have chosen to focus on the specific capabilities of students at Dien Chau 3 High School.
"Educating the sense of responsibility and kindness for 10 th graders via project activities in teaching Tieng Anh 10 (Global Success)”
2 Aims and Significance of the study
The study is aimed at:
- Designing project activities in some units of English 10 (global success)
- Providing tudents the opportunity to apply practical knowledge related to the topic they have studied in doing project
- Educating the qualities of responsibility and kindness for students to themselves, their family, their school and community
I aim to enhance the new English program by highlighting its benefits, fostering positive changes in contemporary English learning trends, and inspiring high school students to engage more actively in their English studies.
Scope of the study 2
In the study, I would like to concentrate on educating the sense of responsibility and kindness for students, not to focus on other qualities
I aim to instill a sense of responsibility and kindness in students through project activities that align with the topics covered in the Tieng Anh 10 (Global Success) textbook, focusing solely on the curriculum content.
Methods of the study 2
The author intends to apply 4 conventional research methods in educational scientific research: Theoretical research methods; investigation methods; expert method and pedagogical experimental method
In this study, the theoretical background relies on the research of some previous researchers concerned with the subject
The instruments for data collection and data analysis are interviews, questionnaires, and classroom observation
In addition, the author gets opinions from high school teachers with experience; and insults experts about the process of building projects
The pedagogical experiment is conducted in Dien Chau 3 High to evaluate the effectiveness of project activities for educating students’ sense of responsibility in teaching English.
CONTENT 3
1.1.1 Requirements for quality and contribution of English subject in fostering students’ quality
The general education program outlines the essential quality and competence outcomes that students must achieve at each grade level and through various educational activities It is crucial to ensure that students meet these specific requirements to foster their academic development.
According to the 2018 National Curriculum, high school subjects must contribute to the development of essential qualities in students, tailored to each subject's characteristics English plays a crucial role in cultivating and enhancing all five qualities throughout every educational level.
The English Subject Program outlines general requirements applicable to all subjects, reflecting the subject's characteristics Specific qualifications and key qualities for each educational level are detailed in the 2018 National Curriculum.
In high school education, key qualities are manifested in various ways across different subjects and activities, with each subject contributing uniquely to their development The curriculum is designed to emphasize the essential qualities that students need to achieve, tailored to the specific requirements of each subject.
In high school English classes, students learn to appreciate cultural diversity while expressing Vietnam's cultural values in English This education fosters essential qualities such as patriotism, hard work, honesty, kindness, and environmental responsibility This article will specifically emphasize the importance of kindness and responsibility in shaping students' character.
1.1.2 Concept of the qualities “responsibility” and “kindness”
Responsibility is an essential quality for every individual, encompassing the fulfillment of obligations to society, family, school, and oneself It involves taking accountability for one's actions, making it crucial for students to cultivate a sense of responsibility in their lives.
A person's responsibility entails ensuring that outcomes are achieved accurately and on time, whether consciously or unconsciously Failing to meet these responsibilities constitutes a mistake, leading to negative consequences that the individual must face.
THEORETICAL AND PRACTICAL BASIS 3
Theoretical basis 3
1.1.1 Requirements for quality and contribution of English subject in fostering students’ quality
The general education program outlines the essential quality and competence outcomes that students must achieve at each grade level and through various educational activities It is crucial to ensure that students meet these specific requirements to foster their overall development.
According to the 2018 National Curriculum, high school subjects must contribute to the development of essential qualities in students, tailored to each subject's characteristics English plays a crucial role in shaping and enhancing all five qualities throughout every level of education.
The English Subject Program outlines general requirements applicable to all subjects, reflecting their shared characteristics Specific qualifications and key qualities for each educational level are detailed in the 2018 National Curriculum.
In high school education, key qualities manifest uniquely across various subjects and activities, with their development influenced by specific curricular requirements The curriculum emphasizes the importance of cultivating these essential qualities in students, tailored to the distinct nature of each subject.
In high school English classes, students learn to appreciate cultural diversity while also expressing Vietnam's cultural values in English This education fosters essential qualities such as patriotism, hard work, honesty, kindness, and environmental responsibility This article will specifically emphasize the importance of kindness and responsibility in shaping students' character.
1.1.2 Concept of the qualities “responsibility” and “kindness”
Responsibility is an essential quality for every individual, encompassing the fulfillment of obligations to society, school, family, and oneself It involves taking accountability for one's actions, making it crucial for students to cultivate a sense of responsibility in their lives.
Responsibility is the obligation to ensure that outcomes are achieved accurately and on time, whether consciously or unconsciously Failing to meet this responsibility leads to mistakes, and individuals must face the negative consequences of their actions Thus, living responsibly entails being accountable to oneself, to others, and to the impact of one's words and actions.
Embrace a responsible lifestyle that honors your individuality, and don't allow others to diminish your freedom Cultivating self-responsibility fosters strength, maturity, and resilience, empowering you to navigate life's challenges effectively.
Live responsibly with your loved ones and friends, showing care and empathy towards their suffering and loss Responsibility is the essential element that strengthens relationships in our social lives.
Take ownership of your words and be mindful of their impact Choose your language carefully to avoid causing harm and experiencing regret later By living and working responsibly, you contribute to the happiness of yourself, your loved ones, and those around you Embracing responsibility is essential for fostering positive relationships.
+ Having a sense of hygiene, physical exercise, and health care;
+ Having a sense of orderly activities;
+ Having a sense of preserving and preserving personal and family belongings
+ Not leaving excess food and drink; consciously save money, electricity and water in the family;
+ Being responsible to the school and society;
+ Voluntarily and strictly implementing the rules of the school and the regulations and conventions of the collective; keeping clean; protecting public property;
+ Not causing disorder, quarrel or fight;
+ Reminding friends to abide by school rules; remind relatives to abide by regulations and conventions in public places;
+ Being responsible for the assigned work at school and in class;
+ Actively participating in age-appropriate collective and social activities;
+ Having a sense of care and protection of trees and useful animals;
+ Having a sense of keeping the environment clean, not littering indiscriminately; + Disagreeing with acts of encroachment on nature;
Our life always has good, precious things and one of those beautiful precious things is kindness
Kindness embodies the love and respect shared among individuals, characterized by good qualities, support, and care during challenging times It represents both literal and figurative power, manifesting as tolerance and the expression of love Rooted in the heart, kindness arises from a genuine desire to assist others without expecting anything in return A truly kind person, filled with love and compassion, possesses a beautiful heart and admirable qualities.
In today's fast-paced society, kindness serves as a vital connection among individuals, fostering warmth and love in our hearts Each person and group acts as a cell within the larger societal body, embodying kindness to uplift those facing difficulties and heal long-standing emotional wounds This spirit of kindness not only brings people closer together but also reveals the abundance of goodness in life By sharing acts of kindness, we cultivate happiness and contribute to building a joyful society Ultimately, kindness is the foundation that supports a fulfilling life, consistently bringing laughter and positivity to everyone.
+ Love, care and taking care of family members;
+ Love for the friends and teachers; encouraging friends;
+ Respect for elders; helping children, the elderly, the sick and the disabled;
+ Knowing how to share with people in difficult circumstances, people in remote areas, people with disabilities and people affected by natural disasters;
+ Respect for the differences of friends in the class in terms of dress, personality and family background;
+ Trying not to discriminate or divide friends;
+ Being ready to forgive the friends’ guilty acts
1.1.3 The importance of educating qualities “responsibility” and “kindness” in education
Educating students in the qualities of responsibility and kindness is essential, as education aims to instill moral values This process involves understanding, appreciating goodness, and practicing positive behaviors, ultimately transforming good morals into habitual actions Engaging in projects fosters these values by integrating knowledge, awareness, and the willingness to act, thereby promoting a culture of responsibility and kindness.
Strengthening the values of kindness and responsibility in education is essential Kindness, recognized as a fundamental human quality, fosters concern for the welfare and feelings of others (Marzuki, 2017: 58) It encompasses behaviors such as being considerate, polite, helpful, and understanding, while also promoting compassion, friendship, and generosity The principle of treating others as one wishes to be treated is vital (Abourjilie, 2006: 15) Consequently, instilling good character education can effectively inhibit immoral actions and promote a culture of comfort and respect among individuals.
Responsibility encompasses an individual's attitude and behavior in fulfilling their duties and obligations towards themselves, society, the environment, and their nation It reflects a caring nature and is characterized by reliability, consistency in actions and words, and a commitment to community involvement Key indicators of responsibility include being dependable in fulfilling obligations and taking ownership of one's actions The value of responsibility fosters self-directed learning, collaboration, and effective knowledge management, highlighting the importance of commitment in serving oneself and the community.
1.1.4 Concept of project-based learning
Practical basis 8
Dien Chau 3 High School is renowned throughout the province for its exceptional teaching quality, supported by a dedicated team of qualified educators Students from underprivileged rural backgrounds strive to excel academically in hopes of overcoming poverty and achieving future success However, the school's emphasis has primarily been on developing academic skills and knowledge, often at the expense of character education Additionally, with the rise of technology and changing social trends, some students exhibit a lack of responsibility towards themselves, their families, and society, showing indifference and insensitivity to those around them.
At the beginning of the school year, a survey questionnaire was used to investigate
A survey involving 86 students from classes 10D1 and 10A6 examined their engagement in household chores, environmental protection, assistance to those in need, and interest in traditional music These academically proficient students are also actively supported by their parents.
Here is the result of the survey questionnaire:
Always Often Sometimes Rarely Never
1 How often do you do housework? 7.8 23.4 42.6 26.2 0
2 How often do you join your father in doing housework?
3 How often do you join your mother in doing housework?
4 How often do you help your brother or sister with their housework’s duty?
5 How often do you put the rubbish in proper dustbin?
6 How often do you take part in planting trees movement?
7 How often do you take care of trees to protect the environment?
8 When you see dirty garbage in your class, in your school yard or in your village road, do you stop to pick it up?
9 How often do you give money to the poor?
10 How often do you give items to the needy?
11 How often do you take actions to help the disadvantaged?
12 How often do you organize activities to raise
0 0 7.0 20.9 72.1 fund to help the needy?
13 how often do you listen to traditional music?
14 How often do you take part in folk songs club of our school?
15 How often do you learn by yourself about traditional music?
The column chart below illustrates the comparison of family members' involvement in various activities, including the distribution of household chores, participation in environmental protection efforts, assistance to those in need, and engagement with traditional music.
0 10 20 30 40 50 doing housework joining father joing mother helping brother or sister always often sometimes rarely never
Figure 1: The frequency of sharing housework in the family
Most students do not consistently share household chores with their families, as indicated in Figure 1 The majority of students report that they "sometimes" participate in domestic tasks When asked why they infrequently share these responsibilities, many cite fatigue from studying and note that their mothers typically handle most of the housework.
0 10 20 30 40 50 60 70 80 putting the rubbish in the proper dustbin planting trees taking care of trees picking up rubbish always often sometimes rarely never
Figure 2: The frequency of doing activites to protect the environment
Despite the findings from Figure 2 indicating that many students do not consistently dispose of rubbish in the correct bins, there is a notable lack of participation in tree planting and environmental cleanup activities Most students report engaging in these activities "sometimes" or "rarely." When questioned about their disinterest in tree care, students often respond that they "forget or do not pay attention to it."
0 10 20 30 40 50 60 70 80 giving money giving items having actions to help organizing activities to raise fund always often sometimes rarely never
Figure 3: The frequency of doing activities to help the needy
The data indicates that students frequently lack engagement in activities to assist those in need, with a significant portion, particularly from classes 10A6 and 10D1, showing that 72.1% have never organized fundraising events for the less fortunate When questioned about their infrequent participation, students often appear embarrassed, suggesting a reluctance to take initiative Their involvement is primarily limited to responding to school-organized efforts, rather than actively seeking opportunities to contribute.
0 20 40 60 80 100 listening to traditional music taking part in folk songs club learning by yourself about traditional music always often sometimes rarely never
Figure 4: The frequency of interest in traditional music
A significant number of students show a lack of interest in traditional music, with 0% frequently listening to or learning about it Alarmingly, 46.5% of students never engage with this genre, and 96.6% have not participated in school folk song activities or pursued self-learning in traditional music This trend highlights the growing indifference of today's youth towards traditional music.
Research through questionnaires and interviews revealed that some students exhibit low levels of responsibility and kindness towards themselves, their families, the environment, and society To address this issue, I have developed projects aimed at fostering a sense of responsibility and enhancing kindness among students.
DESIGNING PROJECT ACTIVITIES 13
Steps of designing a project 13
According to educational background George Lucas (2005) as cited by Larasati (2015: 32-35), the steps of conducting project- based learning in a language classroom are:
1 Introduce project to students and guide them to choose a theme
Students choose a theme and build up their idea
2 Guide students to make a plan Students make a plan and assign the task for each member
3 Guide students to collect information
Students know how to gather and record information from multiple sources
4 Guide students to process information
Students learn how to analyze and synthesize information
5 Guide students to follow the process
Students review all tasks to check progress, identify problems, and plan next action
6 Guide students to build project products
Students know how to build and present products in various form
7 Guide students to exchange and discuss
Students share problems encountered during project implementation
8 Guide students to review the project implementation process
Students draw lessons through project implementation with the goal of long- term memory
9 Guide students to present their results
Students can present their results in front of the whole class, students from other groups comment
10 Organize evaluation, review and feedback
Students self-assess and absorb feedback from the classmates and the teacher.
Designing project activities to educate the sense of responsibility and
The analysis of the survey results highlights the content of specific knowledge topics in the textbook Tieng Anh 10 (Global Success) To enhance students' sense of responsibility and kindness, targeted projects are designed and assigned to 10th-grade students in classes 10 D1 and 10 A6 Each project is introduced immediately after the first lesson of each unit, with ongoing instruction and monitoring from the teacher throughout the unit Students will present their projects related to the unit's topic during lesson 8, titled "Looking Back."
PROJECT 1: DO RESEARCH ON FAMILY DAY IN VIETNAM OR
OTHER COUNTRIES IN THE WORLD
(UNIT 1: FAMILY LIFE) STAGE 1: DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
Family Day in Vietnam and around the world fosters a deeper appreciation and respect for family bonds This meaningful occasion encourages individuals to take greater responsibility for household chores, promoting collaboration among family members Additionally, it inspires creativity in projects and enhances self-study skills, ultimately strengthening family connections and personal development.
- Develop skills: communication skills, presentation skills, critical thinking teamwork skills and creativity;
Performance Tasks Performance products Assessment tools Project: Do research on Family Day
Observing, rubric report Students’ presentation Observing, rubric
Materials: - Laptop/ TV/ power point presentation
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
- Teacher introduces the project to students by the end of lesson 1 of Unit 1
- Teacher limits the time for students to do the project in two weeks
- During the other lessons, teacher keeps track on what students are doing
In lesson 8, students will showcase their products, with each presentation limited to a maximum of 6 minutes Following each presentation, there will be a 4-minute period allocated for questions, answers, and comments.
- Date of starting: September 9 th 2022
- Date of completion: September 23 rd 2022
Steps Teacher’s activities Students’ activities
- By the end of lesson 1 – getting started of unit 1, teacher introduce project to students: do research on family day in
Vietnam or in other English speaking countries in the world
- Teacher divides the class into 3 groups and assigns each group the task
- Tell them to choose a country to do
- Students choose a country to do research on and build up their idea research
- Give suggestions for the country chosen: Vietnam, Canada, America
Note: In England, Mother’s Day is a big holiday but there is no Family Day
Guide students to make a plan
- Teacher instructs students to note down the main information while they are reading
The research should be in power point presentation
Where and when the family day is celebrated
When it was first celebrated
What people often do to celebrate the family day
Students make a plan as guided and assign the task for each member (see appendix 5) Eg: Students A, B, C collect information from websites
Students D, E, F collect information from friends, relatives who are helpful Student G makes power point show
Guide students to collect information
Students may collect the information about Family Day in Vietnam and other countries through wikipedia or some websites
Students know how to gather and record information from multiple sources
4 Guide students to process information
Students learn how to analyze and synthesize information
- Students read a wide variety of different source of information about family day then note down the information needed
5 Guide students to follow the process
Students review all tasks to check progress, identify problems, and plan next action
6 Guide students to build project products
Students know to to build and present products in power point
7 Guide students to exchange and discuss
Students share problems encountered during project inplementation
8 Guide students to review the project implementation process
Students draw lessons through project implementation with the goal of long-term memory
Guide students to present their results
- Teacher gives every group an
(see appendix 6) and a RUBRIC ON
2- Introduction: name, be a representative of…
4- what are responsibility for the family
Students can present their results in front of the whole class, students from other groups comment
- Present the findings to the class
Organize evaluation, review and feedback
Students will receive a checklist for peer and self-assessment, which they must use to evaluate their classmates' presentations by ticking the relevant items and providing comments as needed Presenters are required to complete their self-assessment checklist immediately after finishing their presentation.
- Goes through the criteria for assessing their talk to make sure Ss are familiar with them
- Invites the representative from every group to give their presentations and encourages the rest of the class to ask questions at the end
- Teacher calls on some representatives from other groups to give comment based on the rubric
- Gives praise and feedback after each presentation and gives marks for their presentation as part of their continuous assessment
- Asks Ss to complete the self- assessment table, identifies any difficulties and weak areas and suggests further practice for individual Ss
- Read the checklist to understand what they will have to do
- The representatives from every group make their presentation in turn Then, students make questions after each presentation
- Students self-assess and absorb feedback from the classmates and the teacher
**** Suggested checklist for peer assessment:
Comments (in English or Vietnamese)
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering their talk
- The presenters interacted with the audience
- The presenters used some photos
/pictures to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about Family Day in Viet Nam or other countries
- when it was first celebrated
- what people often do to celebrate the day
**** Suggested checklist for self-assessment:
Comments (in English or Vietnamese)
- I cooperated with my group members when delivering the talk
- I used some photos / pictures to illustrate my ideas
- I concluded my part of the talk appropriately
CONTENT: The presentation includes the following information about Family Day in Viet Nam or other countries
- when it was first celebrated
- what people often do to celebrate the day
PROJECT 2: DESIGN MESSAGES TO CALL FOR ENVIRONMENTAL
PROTECTION (UNIT 2: HUMANS AND THE ENVIRONMENT) STAGE 1: OBJECTIVES
By the end of the lesson, students will be able to:
- Design messages about environmental protection
- Use their creativity when doing the project; More importantly, students raise their awareness of protecting the environment and spread the message to everyone
Performance Tasks Performance products Assessment tools PROJECT
Design a message to call for environmental protection
Students’ power point products, video recordings
Observing, rubric report Students’ presentation Observing, rubric
- Laptop/ TV/ powper point presentation/ video recordings
- Teacher introduces the project to students by the end of lesson 1 of Unit 2
- Teacher limits the time for students to do the project in two weeks
- During the other lessons, teacher keeps track on students’ doing
In lesson 8 of Unit 2, students will showcase their products, with each presentation or video recording limited to a maximum of 6 minutes Following each presentation, there will be a 4-minute period allocated for questions, answers, and comments.
- Date of starting: September 27 th 2022
- Date of completion: October 10 th 2022
Steps Teacher’s activities Students’ activities
- Teacher assigns the project task to students after lesson 1 (getting started) of unit 2: design a message about environmental protection
- Teacher gives suggestions to the students about the form of progranda message design (Messages may be slogans hung on big trees on school grounds or on village roads
- Messages may also be conveyed by newsletter or dramatizied in the form of video recording
10A6) into 2 groups and assigns each group a project task
- Have students draw a random lot about the format of the message
Students choose a theme and build up their idea
Students choose a way to design a message
- Guide students to make a plan
- decide the way to propagranda
If the group make a video, limit time for each video
Students discuss the ideas then make a plan and assign the task for each member (see appendix 5)
3 Guide students to collect information
Students know how to gather and record information from multiple sources
4 Guide students to process information Students learn how to analyze and synthesize information
5 Guide students to follow the process
Students review all tasks to check progress, identify problems, and plan next action
6 Guide students to build project products
Students know to to build and present products in various form
7 Guide students to exchange and discuss
Students share problems encountered during project inplementation
8 Guide students to review the project Students draw lessons through implementation process project implementation with the goal of long-term memory
- Guide students to present their results
- For propagranda with slogans, students must take pictures for proof
Besides, the representative of the group must explain their activities
Students are encouraged to share their video recordings of newsletters or dramas on platforms like Facebook and YouTube to effectively disseminate their messages Additionally, they should capture photos to visually support their content.
Students can present their results in front of the whole class, students from other groups comment
- Present the findings to the class, the presentation should include:
2- Introduction: name, be a representative of…
4- What is the meaning of the messages
5- Conclusion 6- Communication: ask and answer
- Organize evaluation, review and feedback
- Teacher calls on some representatives from other groups to give comment based on the rubric
Students self-assess and absorb feedback from the classmates and the teacher
PROJECT 3: DO RESEARCH ON TRADITIONAL MUSIC IN VIETNAM
By the end of the lesson, students will be able to:
- do research on traditional music in Vietnam
Recognizing the value of traditional music fosters a deeper appreciation among students for their country's cultural heritage This awareness not only enhances their love for traditional music but also instills a sense of responsibility to preserve and promote it, ultimately contributing to national pride.
Performance Tasks Performance products Assessment tools PROJECT
Do research on traditional music in Vietnam
Students’ power point products Observing
Make a report in front of the whole class Students’ presentation Observing, rubric
- Laptop/ TV/ powper point presentation/ video recordings
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
- Teacher introduces the project to students by the end of lesson 1 of Unit 3
- Teacher limits the time for students to do the project in two weeks
- During the other lessons, teacher keeps track on students’ doing
In lesson 8 of Unit 3, students will showcase their products, with each presentation limited to a maximum of 6 minutes Following each presentation, there will be a 4-minute period allocated for questions, answers, and comments.
- Date of starting: October 17 th 2022
- Date of completion: October 31 st 2022
Step 1: Introduction a Contextualize the task
- Ask students to list some folk songs and some kinds of traditional music in Vietnam
- Have students watch a video about Vietnamese traditional music https://www.youtube.com/watch?v=czlMNcSFWjc, https://www.youtube.com/watch?vCWNiGkpxs
- Ask students to work in groups and give the feelings about the music
- Elicit ideas from each group and increase students’ interests about the project assignment they are going to do 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
To effectively conduct the project, students should first discuss and select a type of traditional music to focus on Next, they must brainstorm all relevant information and illustrations related to their chosen music Following this, they should collaboratively create a plan for their presentation Adequate preparation is essential for a successful project presentation, and students should be mindful of the timeline and assessment criteria throughout the process.
- Allow 2 week for students to work on their project
In this article, we will introduce students to the essential components of a project teamwork plan, including a comprehensive checklist and a rubric for project assessment By providing clear explanations of all requirements outlined in Appendices 5, 6, and 7, we aim to ensure that students fully understand what is expected of them before embarking on their projects.
Step 2: Divide class into groups
Each group should select a leader to delegate tasks and oversee collaboration, along with a note-taker to document the group's ideas for future discussions.
- Encourage students to make a detailed teamwork plan for their project (See appendix 5)
- 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 their project poster
Step 5: Prepare students for the final activity
- Have students think about the language use, skills, the content requirements, and the format of the final poster display (see appendix 7) and oral presentation (see appendix 6)
- Encourage students to anticipate questions the audience may ask them about their poster
Step 6: Present the final outcomes of the project
Students will showcase the final outcomes of their projects during a designated project show, where the teacher establishes presentation times and guidelines Each group is allotted 5 minutes for their presentation followed by a 3-minute question and answer session While one group presents, the remaining students will observe, complete a checklist, and provide feedback on the presentation.
- Observe and take notes while groups are presenting their projects
- Have the class walk around and vote to decide which group had the best poster and the best volunteer activities
- Use the rubrics for the project poster and for the oral presentation (see Appendix
- Give constructive and positive feedback
- Praise feasible projects that completely meet the requirements
To identify key values after completing the project, ask students reflective questions such as: "What have you learned today?", "What is the value of your project?", "How do you feel about your project?", and "When do you intend to continue carrying out your plan?" These inquiries encourage deeper understanding and personal connection to their work.
- Encourage students to talk about practical advice based on their real problem and their own ability
Names of the Group members: 1 _ 2
3 Reasons for choosing the folksong
A Introduction on the chosen folksong and traditional music
B the feature of the type of the folksong and traditional music
C The influences of the folksong and traditional music
Answer questions related to the topic from the teacher and the audience
Have you chosen one type of folksong?
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 you’re the photos of each kind of folksong Have you compiled, evaluated, and synthesized the relevant information?
Have you discussed the type of folksong in terms of:
- How long has it been popular?
- Do you like it? Why/ Why not?
Are your activities practical and helpful to your local area?
Are illustrated picture/ photos eye-catching meaningful, and understandable for the addressed folksong Handwriting on the poster is neat and easy to read?
Are items of importance on the poster are clearly labeled with labels that can be read from at least 4 meters far?
CHECKLIST FOR POSTER Project: _ Group: Teacher: Class:
- Main contents with headings and sub-headings?
- Have you illustrated the folksong with pictures/ photos?
- Have you designed the poster in a logical order?
PROJECT 4: MAKE A PLAN FOR A VOLUNTEER PROJECT TO HELP
THE COMMUNITY (UNIT 4: FOR A BETTER COMMUNITY) STAGE 1: OBJECTIVES
By the end of the lesson, students will be able to:
- Make a plan for a volunteer project to help disadvantaged children
- Enhance their responsibility and kindness to the community
Performance Tasks Performance products Assessment tools
Make plan for a volunteer project to help disadvantaged children
- Make a report in front of the whole class
- Laptop/ TV/ power point presentation/ video recordings
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
- Teacher introduces the project to students by the end of lesson 1 of Unit 3
- Teacher limits the time for students to do the project in two weeks
- During the other lessons, teacher keeps track on students’ doing
In lesson 8 of Unit 3, students will showcase their products, with each presentation limited to a maximum of 6 minutes Following each presentation, there will be a 4-minute period allocated for questions, answers, and comments.
- Date of starting: November 17 th 2022
- Date of completion: December 3 rd 2022
- Assign the task to the students: Make a plan for a volunteer project to help the disadvantged children
- Address the objectives of the lesson to the class and emphasize on the core value and language requirements for the project
To effectively conduct the project, students should first engage in discussions to identify those in need Next, they must brainstorm relevant information and visuals pertaining to the individuals or locations requiring assistance Following this, it's essential for them to collaboratively develop a comprehensive plan for providing help Finally, thorough preparation is crucial for delivering a successful presentation on their project.
- Allow 2 week for students to work on their project
PEDAGOGICAL EXPERIMENT 3.1 Objective of pedagogical experiment 31 31 3.2 Setting and Participants 31
Experimental steps 31
- assign the project activities to students as the built lesson plan
- guide students to carry out project activities
- Keep track of students’ doing process
Data collection 31 3.5 Students’ products and results of applying project activities 31
Data collection for analysis utilized questionnaires and interviews Following the completion of projects, interviews were conducted to assess students' attitudes towards project-based learning Additionally, a survey questionnaire was administered after four projects to evaluate changes in students' responsibility and kindness.
3.5 Students’ products and results of applying project activities
Students’ products may be various They may be power point presentation, video recordings of their actual practice
Project 1: do research on family day in Vietnam and in English speaking countries in the world
Representatives from three groups in turn show their power point products and present it Other students listen and then tick on rubric check list
After presentation, there are questions and answers among groups
Samples from students’ power point product about family day in Canada
Samples from students’ power point product about family day in America
Samples from students’ power point products about family day in Vietnam
The Family Day was First held in Vietnam in 2001 by Deputy Prime Minister Pham Gia Khiem
Vietnamese family and its core values, such as prosperity, equality, progression, and happiness
On Vietnam Family Day, various cities celebrate with festivals and cultural activities for families, while also organizing campaigns to support orphans and children in need This day aims to honor traditional cultural values and provides a platform for families to connect and share, fostering development and unity.
Project 2: Design a message to call for environmental protection
Product: Power point presentation, pictures, video recordings
A representative from each group shows the message that his (or her) group has designed
With pictures or logos, students explain the meaning of the display and the way his (or her) team spreads their message to others
The group utilizes video recordings displayed on T.V for the entire class to view, followed by a representative who articulates the significance of their activities and how they effectively communicate the group's message to a wider audience.
Sample 1: logos designed by students and posted on facebook
Sample 2: Pictures illustrated students’s activities to call for keeping village road/ school yeard clean
Sample 3: video recording from students’role play https://www.youtube.com/watch?v=GwnA1fY5KB8
Some pictures cut from video recording
Project 3: Do research on Vietnamese traditional music
A representative from each group stands in front of the class then make a presentation about a type of traditional music in Vietnam that his group has chosen to do research on
Samples from students’ products: lear n abo ut trad it io n al Viet na me s e musi c
• First of all, the outstanding traditional music genre of
Vietnam - folk songs include types such as ho, ly, quan ho…
• In addition, there is also a type of court music, dedicated to the ancient court spaces of feudal dynasties, including Nha music and great music mainly used in ceremonies.
• The works of Xam singing, cheo, tuong, cai luong with strange melodies are also a genre of traditional
Vietnamese music, called under the name of performance art.
• Moreover, music such as Don Ca Tai Tu, Ca Tru and
Reciting Poetry is also a form of chamber music of the
DURING THE DEVELOPMENT OF NATIONAL
CULTURE, MANY MUSICAL GENRES WERE BORN
• Ca Tru has a very ancient origin, according to history dating from 700 years ago, according to folk from 1,000 years, but the most popular was from the
15th century, sometimes considered as a kind of royal song and was introduced to the world Prince, aristocrat, writer, favorite actor
• In terms of performance instruments, there are 3 main types of musical instruments: phách,đàn đáy, trống chầu
Ca Tru features a rich diversity of performance spaces, including five distinct styles: solemn singing at the communal house gate for worship, Cua Quyen performances at the royal court for congratulations, intimate home singing, competitive singing contests, and lively cabaret-style performances.
• Folk artist Nguyen Thi Khuou (Hanoi), Nguyen Thi
• Ca Tru artists wear ao dai when performing.
The wallet and foot have been a significant cultural activity in Nghe An since the 18th century, boasting a rich history of over two centuries of existence and development.
Vi, Giam is expressed through three distinct forms: odd singing, parallel singing, and game singing Each performance typically consists of three stages: prelude singing, parallel singing, and concluding car singing, with love songs being the most notable among them.
Historically, women involved in crafting wallets and shoes typically donned the traditional ao dai, complemented by camisoles, blouses, long skirts, belts, and oval-shaped scarf-padded hairbands Their footwear varied from shoes and sandals to grass shoes Over time, the five-body ao dai was developed, reflecting the evolution of women's fashion in this craft.
Dai for both men and women
• Famous artist: Hong Luu, Danh
Quan Ho Bac Ninh, with its origins shrouded in history, is believed by some to have emerged in the 11th century, while others suggest it has even older roots.
• Costumes in Quan Ho Bac Ninh singing
Boys typically don silk shirts, blouses, shorts, and turbans, while girls don elaborate four-piece robes adorned with purple accents, peach bibs featuring swans, peach blossom belts, lily flowers, and gold sashes with earrings When performing outdoors, men often shield their umbrellas, and women secure their hats with basket straps to enhance their politeness and elegance.
• Quan ho singing can be divided into the following forms: Quan ho singing at the festival, called the festival; Quan ho singing in the crowd, called carols; singing
Quan ho features traditional singing between two groups of boys and girls, known as "singing soup," where they invite each other to sing Additionally, Quan ho singing takes place at communal houses and temple doors, referred to as worship singing.
• instruments:Đan nhi, co phach, cap senh, trong com, dan bau, dan day…
• musical artist: Thanh Hieu, Thuy Huong, Thanh Quy….
• Quan Ho singing is a Vietnamese style of folk music that was recognised by UNESCO in 2009.
• Cheo was formed in the 10th century, under the Dinh Dynasty when
King Dinh Tien Hoang reigned.
• The number of cheo tunes is estimated to be over 200 tunes, mainly formed and derived from folk songs, folk songs, poetry rich in lyrical literature
• Famous artist: Thanh Ngoan, Hoa Tam, Diu Huong…
The costumes worn by actors on the ancient cheo stage closely resemble traditional countryside attire and festival clothing, yet they feature more vibrant colors tailored to the specific roles, enhancing the visual appeal of the performance.
Musical instruments encompass a variety of categories, including popular percussion instruments like bass drums, rice drums, ban drums, boo drums, female drums, thanh la, bells, scenes, tiu, and cymbals Among these, drums are the most widely favored Additionally, string instruments such as stamens, lakes, moons, and gourds, along with bamboo or wind instruments like flutes, peppers, and trumpets, contribute to the rich diversity of musical expression.
Project 4: Make a plan for a volunteer project to help the community
Students’ product: plans designed in word doccument are presented in front of the whole class
Activity: motorbike washing on Sundays to raise funds
Organiser: Tran Huyen, Van Quynh
Participants: Volunteer Group “Blue Star” of Class 10A6
Location: motorbike washing shop (in front of the school)
Communication & Design Departments: Thanh Huyen, Tran Huyen
- Searching, planning the idea of content, downloading some articles, videos and photos and calling in classes
- Calling and advertising by posting this plan on social media such as : Facebook, Instagram…
- Raise funds to support policy families, poor and disadvantaged children
- Raise funds to improve facilities and help people in mountainous areas
- Help students have more practical experiences
- Submit application forms : Phuong Linh, Vy
- Call for more details : 0982719746 – Miss Quynh (leader of the group)
Book Donations Project Planner Subjects:
- Textbooks, children's stories: Including stories suitable for the psychology of high school students
- Books on science Note: All books and stories must be usable, not torn or dirty (no elementary school contributions)
Communication & Design Departments: Thanh Huyen, Thai Linh
-Searching and planning the idea of content that attracts readers for articles, images, and videos posted on the system of social networking sites
- Create content publications for Facebook, Instagram, and Tiktok
-Collectting and Receiving Donation Books: Khanh Huyen, Van Quynh, Phuong
- Sorting donation books: Hoa, Thao Vy
- Looking for recipients of donation books: Yen, Diu
Time for giving book: end of every month
3.5.2 Students’ attitude toward using project to educate the sense of responsibility and kindness
The study aims to assess the impact of project activities on learners' qualities of "sense of responsibility" and "kindness" through quantitative data analysis By calculating agreement, frequency, and percentage, the author can derive findings regarding the current state of learners' responsibility and kindness, as well as the influence of project activities on education Following the completion of four project activities over two months, a survey questionnaire was administered to 86 students from classes 10A6 and 10D1 to evaluate their attitudes towards using projects to enhance their sense of responsibility and kindness.
Here are the statistics shown as results of questionnaires:
Strongly Disagree Disagree Neutral Agree Strongly
1 I love my family more after doing project 1 0% 0% 0% 10% 90%
2 I am more responsible for my family in sharing the housework with my family members after doing project 1
3 I think I am more respectful to the environment after doing project 2
4 I am more aware of the need to keep our environment clean and green after the project 2
5 I listen to Vietnamese folk songs more after doing project 3
6 I love Vietnamese traditional music more after doing project 3
7 I feel I must take more responsibility for preserving traditional music of our country after project 3
8 I feel my life more meaningful when I can help other after doing project 4
9 I respect and love people surrounding more and my kindness has been increased after doing project 4
10 I feel more responsible for the community after project
The data indicates that a significant majority of students feel an enhanced sense of responsibility towards their family, environment, and community The questionnaire results reveal increased learning interest and motivation for project activities Project-based learning not only fosters students' competencies but also cultivates essential qualities such as responsibility and kindness.
The author conducted individual interviews with 20 students from classes 10 A6 and 10 D1 following the project activities, allowing learners to express their thoughts in an informal setting The results of these interviews are detailed in the findings.
1 Are you more responsible for yourself and your family after you do a Research on family day?
2 Are you more responsible for protecting the environment after you take part in the project to design a message to call for environmental protection?
3 Are you kinder to wildlife after you take part in the project to design a message to call for environmental protection?
4 Are you more responsible for preserving traditional music of our country after you do a Research on traditional music in
5 Are you kinder to everyone in the community after you take part in the project to make a plan for a volunteer project to help the needy?
6 Are you more responsible to the community after you take part in the project to make a plan for a volunteer project to help the needy?
3.5.3 Results from students’ survey questionnaire
Surveying the urgency and feasibility of proposed solutions 47
3.6.1 The purpose of the survey
The survey on urgency and feasibility aims to provide an objective assessment of the current research landscape and the pressing nature of the topic It evaluates the practicality of the proposed solution, which focuses on instilling a sense of responsibility and kindness in 10th graders through project-based activities in the Tieng Anh 10 (Global Success) curriculum.
3.6.2 The content and survey method
3.6.2.1 The content of the survey
The content of the survey focuses on two main issues:
The urgency of implementing project activities in teaching Tieng Anh 10 (Global Success) to instill a sense of responsibility and kindness in 10th graders is increasingly relevant today These educational solutions aim to foster essential life skills and values among students, preparing them for future challenges By engaging in collaborative projects, students not only enhance their language proficiency but also develop a deeper understanding of social responsibility and empathy Therefore, integrating these approaches into the curriculum is crucial for nurturing well-rounded individuals in our contemporary society.
- Are the proposed solutions in educating the sense of responsibility and kindness for 10 th graders via project activities in teaching Tieng Anh 10 (Global success) feasible in the present time?
3.6.2.2 Survey method and rating scale
- The method used for the survey is Exchanged by Questionnaire; with a 4-level rating scale (corresponding to a score from 1 to 4):
Not urgent; less urgent; urgent and very urgent
Infeasible; less Feasible; Feasible and Very feasible
- Calculate the average score X according to Average function of Excel software
- Surveying the urgency and feasibility of proposed solutions
The number of people surveyed order People surveyed Number
1 English teachers from Dien Chau 3 high school and some other high schools in Nghe An province
2 10 th graders in Dien Chau 3 high school
3.6.4 Survey results on urgency and feasibility of proposed solutions
3.6.4.1 The urgency of proposed solutions
Assessing the urgency of proposed solutions
Question 1: In your opinion, is it urgent to use the following solutions to educate responsibility and kindness for 10th grade students in the present time?
Table 1: Average score X calculated by Average solfware for teachers
Less urgent Urgent Very urgent X Level
1 2 3 4 a Using project activities 0 0 4/26 22/26 3.84 Very urgent b Participating in doing the research on Family Day 0 0 6/26 20/26 3.77 Very urgent c Participating in a project designing a message about environmental protection
0 0 6/26 20/26 3.77 Very urgent d Participating in doing a
Research on a form of traditional music in Vietnam
0 2 10/26 14/26 3.46 Very urgent e Making a plan for a volunteer project to help the needy
0 0 6/26 20/26 3.77 Very urgent Table 2: Average score X calculated by Average solfware for students Solutions
1 2 3 4 a Using project activities” 0 0 22/86 64/86 3.74 Very urgent b Participating in doing the research on Family Day 0 0 20/86 66/86 3.76 Very urgent c Participating in a project designing a message about environmental protection
0 0 20/86 66/86 3.76 Very urgent d Participating in doing the research on a form of traditional music in Vietnam
0 0 22/86 64/86 3.74 Very urgent e Making a plan for a volunteer project to help disadvantaged chilren
The survey data indicates that both teachers and students recognize the urgency of the proposed solutions, with average scores ranging from 3.46 to 3.84 for teachers and 3.74 to 3.67 for students This affirms that the initiatives aimed at fostering a sense of responsibility and kindness among 10th graders through project activities are indeed very urgent.
3.6.4.2 The feasibility of proposed solutions
Assessing the feasibility of proposed solutions
Question 2: In your opinion, is it feasible to use the following solutions to educate the sense of responsibility and kindness for 10th grade students in the present time?
Table 3: Average score X calculated by Average solfware for teachers
1 2 3 4 a Using project activities 0 0 3/26 23/26 3.88 Very feasible b Participating in doing the research on Family Day
0 0 6/26 20/26 3.77 Very feasible c Participating in a project designing a message about environmental protection
0 0 4/26 22/26 3.84 Very feasible d Participating in doing a research on a form of traditional music in Vietnam
0 5 8/26 13/26 3.30 Very feasible e Making a plan for a volunteer project to help the needy
Table 4: Average score X calculated by Average solfware for students
1 2 3 4 a Using project activities” 0 0 15/86 71/86 3.82 Very feasible b Participating in doing the research on
0 0 22/86 64/86 3.74 Very feasible c Participating in a project designing a message about environmental protection
0 0 16/86 70/86 3.81 Very feasible d Participating in doing a research on a form of traditional music in Vietnam
0 0 25/86 61/86 3.71 Very feasible e Making a plan for a volunteer project to help disadvantaged chilren
The survey data indicates that both teachers and students highly assess the feasibility of the proposed solutions for educating 10th graders about responsibility and kindness through project activities With average scores between 3.30 and 3.88 for teachers and 3.71 to 3.86 for students, it is evident that these solutions are considered very feasible.