(SKKN HAY NHẤT) enhancing education about sense of humanity through applying project based learning in teaching english for the grade 10 students at nguyen xuan on high school

For the reasons above, I have carried a study which has changed the ways we used to teach project lessons with the topic “ENHANCING EDUCATION ABOUT SENSE OF HUMANITY THROUGH APPLYING PRO

II Aims of the studyIII Methods of the study

IV Scope of the study

V New features in the study

I Theoretical background

1 Sense of humanity1.1 Definition of sense of humanity1.2 The importance of sense of humanity1.3 Which parts of humanity students should have

2 Project-based Learning2.1 Definition of Project-based Learning2.2 Principles in teaching Project-based Lessons 2.3 Steps in teaching Project-based Lessons2.4 Benefits of Project-based Learning

3 Research context3.1 Setting and Participants3.1.1 Setting

3.1.2 Participants3.2 Textbook and materials

4 Data analysis and discussion4.1.1 Students’ attitude towards project – based lessons4.1.2 Students’ difficulties in learning project – based lessons4.1.3 Students’ attitude towards sense of humanity

II Solution

2 Activities to stimulate students’ respect

3 Activities to stimulate students’ understanding and sharingIII Results and comments

1 References

2 Appendices

new textbook which is focused on five attributes and ten competences The purpose ofthis program is to help students to master general knowledge and effectively apply it tolife; self-study and form a good personality One of the five attributes that students areexpected to complete is sense of humanity, an important factor to become a goodperson.

At school, students almost learn sense of humanity at certain subjects such asLiterature, Civic Education, History and so on English seems to be a subject which isunclearly emphasized on it Students always believe that they will learn aboutsomething related language such as listening, speaking, reading and writing skills inEnglish, not about something to form sense of humanity to be a good person As anEnglish teacher, I personally think that I need to do something to make English becomeone of the subjects mainly focusing on sense of humanity as the requirement ofMinistry of Education and Training in the new education program

Besides, many of students show their emotionlessness with life, even with bad things

For example, students at my school were very emotionless in school violence In spite

of advising or preventing their friends from fighting, they were eager to cheer andencourage In addition, students nowadays feel more interesting in virtual life than reallife Some of my students always spent much more time on searching Facebook andplaying games than doing something meaningful in life They seem to be more

gradually formed in their attitude These things made me worried and thought that it iseducating students’ humanity that is an extremely important factor to emphasize inevery lessons in general and English lessons in particular

It is undeniable that Project Based Learning offers students more opportunities to applytheir English to real life Students are expected to synthetize knowledge from variousfields of study and use their creativity to get more practical experiments throughimplementing projects They can actively search the information, work in groups withfriends, make presentations and evaluate issues which happen in reality Therefore,

humanity By taking its advantages, I can combine teaching language skills withimproving my students' sense of humanity

For the reasons above, I have carried a study which has changed the ways we used to

teach project lessons with the topic “ENHANCING EDUCATION ABOUT SENSE

OF HUMANITY THROUGH APPLYING PROJECT-BASED LEARNING IN

sharing with their community, their family and themselves

II Aims of the study

This study is aimed at giving solutions to emphasize on educating students’ sense ofhumanity by using Project-based learning method The activities are adapted to offerstudents opportunities to learn about sense of humanity and apply it in the real life

Besides, each task was designed to be suitable with the topic and the reality in localareas and hot facing issues in society From that, it is expected that students willchange their attitude toward educating sense of humanity and learning project lessonsand adjust their behaviors themselves in real life Simultaneously, English teachers willfully comprehend the importance of humanity in educating students and usingeffectively Project – Based Learning to enhance it

III Methods of the study

The study was based on the basis of material collection, survey questionnaire and classobservation to discover whether combining Project-Based Learning with educatingsense of humanity has a positive effect on students and promote their motivation ofbecoming a good person Data collection instrument was used to gather informationabout the students involved and evaluate how the progress of the students was and howmuch they changed when they were educated much more about humanity in projectlessons

IV Scope of the study

In this writing, I would like to share my suggestions that have been gathered in my

during preparing lessons, on adapting activities in 5 project lessons in Tieng Anh 10textbook The aim is to use Project Based Learning to educate sense of humanity for10A2 students at Nguyen Xuan On high school within the duration of seven months,from the beginning of the school year to the middle of the second term

V New features in the study

My study is carried with a wish to help students become kinder, understand and sharewith others’ difficulties, respect the differences in gender by using Project BasedLearning as a tool to express their thinking, belief and awareness and also to displaytheir improving behavior My innovation is emphasizing educating students’ sense of

humanity in English lessons, which has not been highly focused so far This is also one

of the integrated approaches to meet the target of the new education program enacted in

2019 by Ministry of Education

PART II CONTENT

I Theoretical background

1 Sense of humanity 1.1 Definition sense of humanity

Humanity means three different things: a species; a behavior, and a global identity Inthis study, I want to emphasize on the second meaning - a behavior Humanity in thissense is human’s behavior that cares for other humans and treats humanely inrelationships of mutual respect It is a word for the qualities that make us human, such

as the ability to love and have compassion and not be a robot or alien

Sense of humanity is defined to base on the above meaning of humanity, related tounderstanding, sharing and kindness toward other people It is also used to describe aperson's capacity to offer care, respect, show love, forgiveness, as well as the ability

to promote genuine harmony and continuity throughout the wider human system

1.2 The importance of sense of humanity

Sense of humanity is always considered as an important part not only to develop andcomplete a person but also to measure of civilization and social progress In Vietnam,

it has always been a precious tradition, which passed from generation to generation

foundation At school, the students well educated sense of humanity will implementtheir responsibility in their best ways and become good students contributing greatest

to their family and society Moreover, educating sense of humanity has played anextremely crucial part in forming student’s awareness, emotion and behavior

Especially in the current state which has many more complexing situations ofmorality of young people, emphasizing sense of humanity is one of the most urgentduty that teachers need to do

1.3 Which parts of humanity students should have

Students are expected to achieve some core values of sense of humanity when they arestudying at school They are:

- the value of kindness

- the value of respect

- the value of understanding and sharing

2 Project-based Learning 2.1 Definition of Project-based Learning

According to Robert Schuetz (June 01, 2018) in ‘Project-Based Learning: Benefits,

Examples, and Resources’, Project-based learning is aninstructional approach designed to give students the opportunity to develop knowledgeand skills through engaging projects set around challenges and problems they may face

in the real world Project-based learning, or PBL, is more than just projects

Project-based learning or PBL, is a learner-centered method of learning It usesproblems or projects to help learners to rise from the low levels of learning to the highstandard of learning which include analysis, synthesis and evaluation It uses projects

to facilitate learning and assess students' competence It is a kind of independentlearning

Students use technology and inquiry to respond to a complex issue, problem orchallenge It is not a teacher-based learning method PBL focuses on student-centeredinquiry and group learning The teacher plays the role of a facilitator, adviser andchecker Projects vary in length, from several days to several weeks or even asemester PBL can be effective at all grade levels and subjects, and in career/technical

Project-based learning method emphasizes long term learning objectives Thisapproach is less structured than traditional, teacher-led classroom activities In aproject-based class, students often must organize their own work and manage their owntime Within the project-based learning framework, students collaborate workingtogether to make a sense of what is going on

Teachers can use PBL as a method in which students gain knowledge and skills byworking for an extended period of time to investigate and respond to an authentic,engaging and complex question, problem, or challenge

2.2 Benefits Project-based Teaching Method

Applying project-based learning benefits students a lot with a greater depth ofunderstanding of concepts, broader knowledge base, improved communication andinterpersonal/social skills, enhanced Leadership skills, increased creativity andimproved writing skills Students can work together to solve real-world problems intheir schools and communities Successful problem-solving often requires students todraw on lessons from several disciplines and apply them in a very practical way Thepromise of seeing a very real impact becomes the motivation for learning

Project-based learning is good for teachers as it can help prevent teacher burnout –

a very real condition that affects teachers all over the world It can be morerewarding for teachers to see students take ownership over their work and watchthem develop their own learning habits Teachers are also able to express their owncreativity and encourage them to be more innovative when coming up with project

concepts For certain students, determining whether they are developing at the samerate as their peers and acquiring the skills required can be a challenge

In the scope of education students’ sense of humanity, Project Based Learningoffers students with many opportunities to bring the humanity task to the real life,get their practical experiment which is more valuable than just reading or dosomething on papers It helps students to improve in teamwork, problem solving,research gathering, time management, information synthesizing, utilizing high techtools which are 21st century skills It is also an efficient tool to support their ability ofplanning, critical thinking, reasoning, and creativity

For teachers, Project Based Learning provides them with a deep understanding aboutthe student’s

2.3 Principles in teaching Project-based Lessons

According to John Larmer, Suzie Boss (ASCD 2015), there are some essential principles

in teaching project-based lessons

- The project is learner-driven and gives learners choice

It is vital that teachers trust in their learners’ ability to complete the project and thatthey provide positive reinforcement and support to learners Giving up a measure ofcontrol is essential if the learners are to fully benefit from the experience and claimownership of the project Learner-choice does not imply total learner freedom as theproject operates within the expectations of set outcomes and standards of work Withinthese parameters learners are encouraged to explore their own solutions and ways ofworking

- The project is realistic

The project and the methods employed to reach its resolution should relate toauthentic, real-life scenarios The problem or question may be directly relevant tothe learners’ life, that of their wider community or their potential future lives Ourdriving question was one that was relevant to the learners’ academic and futureprofessional lives The method of obtaining and communicating the information, aresearch project leading to a public poster presentation, was based around real-lifescenarios that the learners will encounter in their upcoming undergraduate studies

- The project embraces teamwork and collaboration

PBL is a team-centered activity which encourages learners to form communities ofenquiry to answer their question or solve their problem Successful teamwork requiresmany skills and attitudes and implicit in the nature of teamwork is that differentmembers bring different attributes to the team and the project leading to its success

The team-based nature of the project and its outcome need not stop the individual

assessment of learners and certainly some will bring more to the project than others.

It therefore needs to be considered how the information will be captured to makethese assessments and the rubrics produced should reflect this

- The project requires high quality work

There is an expectation in PBL, reinforcing the message of the growth mindset, thatlearners expand effort and apply themselves to produce work that leads to highquality outcomes Teachers should positively reinforce these virtues and acknowledgethe positive outcomes that result and should trust in learners’ abilities to achievethem The public, real-life nature of the outcomes is another driving factorencouraging high quality work Project rubrics should emphasize the expectedquality of the work, teamwork and crucially the public nature of the outcome

- The project provides a public forum for the project outcome

Learners are asked to apply themselves to the project over an extended period of time,

to produce an authentic, high quality outcome It is only fitting, and motivating, thattheir work and application be acknowledged and celebrated publicly and the learnersare able to present work that they can take pride in This is the authentic outcome of anauthentic task The public display and recognition of the work also shares the message thatthe teachers and the institution value the principles of learner-centeredness embedded inthe project

2.4 Steps in teaching Project-based Lessons

There are 4 steps in teaching Project – based lessons

Step 1: Preparation for the project

Teacher’s activities Student’s activities

- Design a project based on the topic andthe reality of the students

- design the tasks for students

- Prepare documents as well asconditions in practice to support students

to implement the project

-Work in groups to discuss a projecttopic

- Make a project plan

- Identify tasks, expected time, materials,expense, methods, and teamassignments

- prepare reliable sources of informationfor project implementation

- discuss with the teacher to find out theevaluation criteria

Step 2: Implementing the project

Teacher’s activities Student’s activities

- Monitor, guide and evaluate students inthe implementation process

- Prepare facilities and create goodconditions for students to implement theproject

- Initially adopt the final products of thegroups of students

- Divide the tasks for each teammembers to implement the project

- Collect and analyze the collectedinformation

- Form product or report

- Contact, find help if necessary

- Regularly feedback and informteachers and other groups

Step 3: Reporting the project

Teacher’s activities Student’s activities

- prepare facilities for the project report

- observe and evaluate project products

of groups

- score the project

- Choose the groups representatives topresent the results of their team's projectimplementation

- Other groups observe to discuss,exchange, comment, and contributeopinions to the results of group's work

Step 4: Evaluating the project

- Sum up every evaluation process consisting of a evaluation, team’s performance and teacher’sevaluation (evaluation and final product reviews) togive conclusions about the final results of groups andeach student

self give comments about the attitude of groups andindividuals

- give comments on the product quality of the projectimplementation groups

- listen and take note forexperience

- give the points to each group;

Bonus points for the individual who has excellentperformances and makes a great contribution to thesuccess of their team

- The best products are selected to save in the schoolgallery for reference and display on the schoolmeeting

3 Research context 3.1 Setting and Participants 3.1.1 Setting

My school is situated in the center of Dien Chau District; so there are a lot ofconvenient things for the students here Most of them have good conditions to live andlearn Their life enjoyed all the achievements of 4.0 era with social network andmodern technology They also gain a lot of chances to get knowledge and social skills

However, there are many problems related to the moral of students Many students arevery indifferent to society, people and even themselves They seem to be no feeling ofsympathy and sharing with some situations in society, at school, in class, and even intheir family For example, some of students prefer seeing other students fightingtogether more than preventing or advising them This can be described as a red warningfor the teachers to educate students’ morality In addition, sense of humanity ismentioned in some subjects such as: Literature, Civic Education, History, and so on;

but it is rarely emphasized on English

This school year is the first time my school has applied the new Tieng Anh 10 textbook

to the curriculum This new textbook is rather different from the old one with more

than lessons in a unit The lessons such as Getting started, Communication and Culture

and Looking back and Project are completely new in comparison with the old

textbook Therefore, all the teaching staff faced with many difficulties when findingsuitable ways to teach students On the contrary, it is not stranger for the grade 10students in my school because they have learned the new textbook for 4 years at thelower secondary school As a result, the teachers at my school must make every effort

to adapt themselves to circumstances to help students get knowledge in the best way

3.1.2 Participants

This study included the participation of forty-five students in 10A2 class at NguyenXuan On high school They are the first students who are following the new Englishtextbook in this school year They have learned English for ten years and have accessedthe new textbook at secondary school for four years Therefore, the form of all the

lesson in the new text book is not strange for them Besides, they are grade 10 studentsand also the new students at my school As a result, they should be educated at the firststeps to get a better result in the future

3.2 Textbook and materials

The textbook used in the study is new English textbook which was published byEducation Publishing House and Pearson In the textbook, there are 10 units which aredivided in to 5 sections including Getting started, Language, Skills, Communicationand Culture, Looking back and Project These 10 units are related to 4 themes: Ourlives, Our society, Our environment, Our future For each topic, related vocabulary andword studies are presented communicatively Project lesson is the last lesson in eachunit to provide students a chance to apply their vocabulary, grammar and knowledge

they have learned in the previous lessons to apply in real life The book “Tieng Anh

10” contains many topics which are close to the students such as: health, body, food,

volunteer work, and so on; but there is no separate part for teaching students the sense

of humanity Therefore, it is vital for the teacher to adapt or design the activities whichfocus on sense of humanity to the lessons and emphasize its importance

4 Data analysis and discussion.

The total questions which were delivered to the students were divided into two parts

The first part of these questions were designed to get information about students’

attitude towards project lessons and difficulties they faced with in learning projectlessons The second part was focused on students’ attitude towards humanity and whatthey can learn from humanity to apply in their life I carried this survey twice The firsttime was at the beginning of the school year, when the students weren’t assessed to themethods emphasizing on humanity The second time was at the end of the firstsemester when the students were more familiar to the methods emphasizing humanity

in project lessons

4.1 Students’ attitude towards project lessons

After analyzing the information from the questionnaire, there is a clear result about thestudents’ attitude toward learning project at chart 1 In general, most of students had apositive attitude on learning project lesson with 33 % of the students who find projectlesson very important and 45 % of them feel rather important to achieve it There aremany reasons they gave to explain their answers Some of them released it wasinteresting to put the theory and what they learned into practice They found somethingnew and something more valuable than doing exercises on papers However, there are

15 % of the students who find them little important, even 7 % of them do not totallyrecognize the value of project lessons They believed that it is more necessary for

students to learn grammar and vocabulary to do exercises and practice to take examsthan take a lot of time to do something in real life

As can be seen at chart 2, nearly half of the students (49%) think that project lesson isinteresting while there are only 6% students who feel boring with it In addition, 40 %

of them find that project lesson is difficult to fulfil while there are 5% of the studentswho suppose that it is normal Therefore, it can be clearly said that the students aremostly interested in learning project lesson but they also find it really difficult to do itwell

4.2 Students’ difficulties in learning project lesson.

As shown in chart 3, Students are facing some of the problems when implementingtheir project The highest percentage of difficulties (39%) belongs to ideas to carry outand present projects Sometimes they don’t know how to do and where to go to get theinformation, statistics and evidence for their project They also need the teacher orsome tools to support their performance Time is the second factor (32%) which makesstudents try their best to manage They said that it was hard for all the members in agroup to gather together to get the ideas because all of them had a limited free time inweek, except Sunday They have to discuss on the Facebook Messenger or Zalo to getthe ideas of all members, and spend a short time (usually on Sunday) to do the project

They don’t have enough time to carry a completed project if time is too short

Therefore, the teacher need to be more flexible in time limit for students to do the task

Easily recognized from the chart, the skills (19%) and means (10%) are not their maintroubles They were almost familiar with the presentations when they were atsecondary school Therefore, presenting in front of class is not the most difficult thing

Chart 2: Students' analysis about

project lessons

interesting boring difficult normal

Chart 1: Students' atitude on

project lesson

very important rather important

they need to overcome Besides, with the advanced technology, students find easy tomake a PowerPoint presentation, a colorful poster, and a multi-effect video to supporttheir project They are very knowledgeable with using smartphones, advancingtechnology and new up-dated apps to create the best product

From the above analysis, it is obvious that students are facing with lack of ideas toimplement the project and time to complete it Consequently, the teacher need to findsuitable ways to provide students with necessary helps

4.3 Students’ attitude towards humanity

All the questions are designed as multiple- choice questions I carried this survey twice

First, questions were delivered to all students in class 10A2 at the beginning of theschool-year when students weren’t focused on sense of humanity in project-basedlesson Second, all the questions were asked again at the end of unit 7 when they werehighly educated about sense of humanity through applying Project Based Learning

Below is the first statistics chart which was done at the beginning of the school-year

0 5 10 15 20 25 30 35 40 45

Chart 3: Student's difficulties in learning Project lessons

Very Important Normal Little

0 5 10 15 20 25 30 35 40 45 50

Importance of Humanity

0 10 20 30 40 50 60 70

Learn humanity through English lessons

Chart 4: Students’ attitude towards the importance of humanity and how much

they learn humanity through English lessons

Obviously seen in chart 4, most of the students were aware of the importance ofhumanity in life This is a good signal with 21 % of the students who thought thathumanity is very important and 34 % of the students who supposed that humanity isimportant in life However, the majority of the students had a neutral attitude toward it

43% of the students said that humanity was normal; it means that they didn’t findexactly something necessary or unnecessary with kindness, respect, understanding andsharing in life Some of the students even thought that humanity is little important forthem This made me feel worried about the students’ cold and indifference which can

be happened in the real life

In the next part of chart 4, there is a survey about the levels which the students learnedhumanity through English lessons It is easy to recognize that the majority of thestudents (with 63%) learned humanity from English lessons but it was not stronglyemphasized Therefore, they felt normal with the humanity lessons in English, evensome of them (31%) believed that it was little mentioned in English subject As aresult, it is necessary for the teachers to think and find solutions to solve them

it hasn’t been emphasized much in English lessons

From the fact, the teacher need to be more flexible to adapt the duties for the students

to get high quality in students’ project results

- First of all, because the project task in the textbook is too general and students thinkthat they didn’t learn much about humanity in English lessons, the teachers need toadapt the task requirement to become more detailed, specific and meaningful tostudents’ life and emphasize three values of humanity that are kindness, respect,understanding and sharing

- Second, because the students find not enough time to complete the project, the teachercan limit a longer time for the students to complete the project by assigning theirduties at the end of language or reading lesson The limited time can be in 1 week,even 2 weeks Besides, to help students have enough time to present their product,

the teacher can ask students to do exercises in “looking back” at home and spends

10 minutes at the beginning of the lesson to correct the answers The 35 minutes left

is used to present student’s projects and give comments and feedback

- Last but not least, because the students find it difficult to get idea to fulfil the project,the teacher need to provide directional questions in handouts for students to do

Completing these directional questions will help the students get ideas and find theirsuitable way to implement projects

Here are some adapted activities in project lessons to help the students implement aproject with higher quality and develop their sense of humanity

1.Activities to stimulate students’ kindness 1.1 Sample 1: stimulate students’ kindness to themselves Unit 2: Your body and You

 Aim: Help students to love their bodies and their health and treat them in the best

ways by using their knowledge they have learned in unit 2 to make a project

 Suggested activity: Show your love to parts of your body by making a plan and

try to follow it to have a good health Present your list and results after 2 weeks

 Time to implement: 2 weeks

 Time limit to present: 4 minutes for each group.

 Procedure:

Step 1: Preparation

- After the Language period in unit 2, teacher divides the class into 8 groups

- Teacher gives the topic of the project and assigns students to implement

+ “Show your love to your body by making a plan to have a good health Present your plan and results when following it after 2 weeks”

+ Allowed time to do the project is about 2 weeks

+ Allowed time to present the project is about 4 minutes at the looking back and

project period.

- Teacher delivers students with a handout of “PROJECT GROUP WORK PLAN” (inAPPENDIX 2) to divide the tasks for each member and follow the process ofimplementing

- Teacher provides students with directional questions in handouts

+ What kind of food is good for your health?

+ What kind of drink is good for your health?

+ How much of water do you drink every day?

+ What activities is good for your health?

+ How to become slim?

+ Where do you get your food? Is it safe?

+ What should be done before going to sleep?

+ What should be done when waking up?

+ What shouldn’t be done when waking up?

+ What shouldn’t be done before going to sleep?

+ What factors can be harmful to each part of your body?

- Teacher asks Students to base on these directional questions to get ideas if

necessary

- Teacher asks students to prepare the presentations on PowerPoint, posters or videosafter 2 weeks

Step 2: Implementing the project

Teacher’s activities Student’s activities

- Monitor, guide and evaluate students inimplementing the project

- Prepare facilities, create goodconditions for students to implement theproject

- Regularly ask Students to know howthe project are being carried out

- Initially adopt the final products of thegroups of students

- Divide the tasks for each teammembers to implement the project

- Collect and analyze the collectedinformation

- Form product or report

- Contact, find help if necessary

- Regularly feedback and informteachers and other groups

Step 3: Reporting the project

Teacher’s activities Student’s activities

- prepare facilities for the project report

- observe and evaluate project products of groups

- score projects by basing on these rubrics+ videos presentation rubric (APPENDIX 3)+ mind map poster rubric (APPENDIX 4)

- Choose the groupsrepresentatives to present theresults of their team's projectimplementation

- Other groups observe todiscuss, exchange, comment,and contribute opinions to the

+ oral presentation rubric (APPENDIX 5)+ PowerPoint Presentation Rubric (APPENDIX6)

results of group's work

Step 4: Evaluating the project

Teacher’s activities Student’s activities

- Sump up every evaluation process consist of a evaluation, team’s performance and teacher’s evaluation(evaluation and final product reviews) to give conclusionsabout the final results of groups and each student

self give comments about the attitude of groups andindividuals

- give comments on the product quality of the projectimplementation groups

- give the points to each group;

Bonus points for the individual who has excellentperformances and makes a great contribution to thesuccess of their team

- The best products are selected to save in the schoolgallery for reference and display on the school meeting

- listen and take notefor experience

WRAP UP:

- Teacher gives a brief summary of students’ projects and asks students about what they

achieved after completing their project by asking the below questions

+ How do you feel after completing your project?

+ Do you have your own lessons through this project?

+ Have you changed anything after completing the project?

+ Do you think you will continue to do these good things in the future?

- Teacher provides a meaningful lesson of kindness to themselves

“Kindness to ourselves is very important That we love all parts of our body means we appreciate heath more than anything Treating well to ourselves make us happier, healthier, sexier and more confident From that, we have a better life and become a better person”.

TYPICAL RESULTS OF MY STUDENT’S PROJECTS

Student’s poster and their presentation about a plan to have a good health.

Student’s PowerPoint and their presentation about a plan to have a good health.

Student show how they carry their plan in practice.

1.2 Sample 2: stimulate students’ kindness to family Unit 1: Family Life

 Aim: Help students to sympathize with their parents’ tiredness and get practical

experiments when sharing the household chore

 Suggested activity: Try to help your parents do the household chore in 1 week.

Take note all the work you had done with attached evidences such as: photospresented on videos or PowerPoint Present your works you completed andpractical experiments you got after 1 week

 Time to implement: 2 week

 Time limit to present: 3 minute

 Procedure:

Step 1: Preparation

- At the end of Reading period in unit 1, teacher asks Students to do their project

individually

- Teacher gives the topic of the project and assigns students to implement

“Make a housework plan following the Teacher’s sample Try to do it to help your parents do your household chore in 1 week Take note all the work you did with attached evidences such as: a plan, photos or videos Present your works you completed and practical experiments you got after 1 week”

+ Allowed time to do the project is about 2 week+ Allowed time to turn in the result is after 2 week

+ Allowed time to present the project is about 3 minutes at the looking back and

project period.

- Teacher provides the handout with HOUSEWORK PLAN (in APPENDIX 7)

- Teacher provides students with directional questions in handouts

+ What household chores do you like to do?

+ What household chores do you dislike to do?

+ How do you divide household duties in your house?

+ Do you go to the market to buy food?

+ Do you wash the dishes after meals?

+ Can you do some heavy lifting?

+ How do you feel when doing the housework?

+ How do you change your mind after one-week doing the housework?

- Teacher asks Students to base on these directional questions to get ideas if

necessary

- Teacher asks students to prepare to present their results by showing their houseworkplans and evidences and then present the practical experiments to the whole class

Step 2: Implementing the project

Teacher’s activities Student’s activities

- Monitor, guide and evaluate students inthe project implementation process

- Prepare facilities, create goodconditions for students to implement theproject

- Initially adopt the final products of thestudents

- implement the project based on theirplan

- Take note the information in theirHOUSEWORK PLAN

- Form product or report

- Regularly feedback and informteachers and other students

Step 3: Reporting the project

Teacher’s activities Student’s activities

- collect all the product of the student’s project

- prepare facilities for the project report

- observe and evaluate project products of thestudents

- score projects by basing on these rubrics+ videos presentation rubric (APPENDIX 3)+ mind map poster rubric (APPENDIX 4)+ oral presentation rubric (APPENDIX 5)+ PowerPoint Presentation Rubric (APPENDIX 6)

- present the results of their

individually

-Other students follow up todiscuss, exchange, comment,and contribute opinions on theresults of their work

Step 4: Evaluating the project

Teacher’s activities Student’s activities

- Sum up the evaluation process consisting of a evaluation, student’s performance and teacher’sevaluation (evaluation and final product reviews) to

self listen and take note forexperience

give conclusions about the final results of eachstudent.

- give comments about the attitude of individuals

- give comments on the quality of the project product

- give the points to each group;

Bonus points for the individual who has excellentperformances

- The best products are selected to save in the schoolgallery for reference and display on the schoolmeeting

WRAP UP:

- Teacher gives a brief summary of students’ projects and asks students about what they

achieved after completing their project by asking the below questions

+ How do you feel after completing your project?

+ Do you have your own lessons through this project?

+ Have you changed anything after completing the project?

+ Do you think you will continue to do these good things in the future?

- Teacher provides a brief conclusion about kindness to family and the wonderfulthings they have when they share love with their parents

TYPICAL RESULTS OF MY STUDENT’S PROJECTS

Student’s plan to do housework in 1 week

Student’s PowerPoint presentation about their housework

Student’s PowerPoint presentation about their housework

Students’ poster to present about the result of doing housework in 1 week

1.3 Sample 3: stimulate students’ kindness to community Unit 5: Inventions

 Aim:

- Help students to show their kindness to their community by carrying out a usefulinvention These inventions must show student’s sense of humanity

- Apply their knowledge and language they learned in unit 5 to do the project

 Suggested activity: Invent one or two things which is useful for our community.

The product must show your sense of humanity Present your results after 2weeks

 Time to implement: 2 weeks

 Time limit to present: 35 minute

 Procedure:

Step 1: Preparation

- At the end of the Getting Started period in unit 5, teacher divides the class into 4

groups

- Teacher gives the instruction of the project and assigns students to implement

+ “Invent one or two things which is useful for our community The product must show your sense of humanity Present your plans and results after 2 weeks.”

+ Allowed time to do the project is about 2 weeks

+ Allowed time to present the product is about 6-7 minutes at the looking back and

project period.

- Teacher delivers students with a handout of “PROJECT GROUP WORK PLAN” (inAPPENDIX 2) to divide the tasks for each member and follow the process ofimplementing

- Teacher provides students with directional questions in handouts

+ What are the hot problems in our community nowadays?

+ Do you need to protect the environment?

+ Do you need to help other people?

+ Do you want to make something cheap but useful in life?

+ Who need your help?

+ Which part of country can you help?

+ Is nature in danger? What can you do to protect it?

+ How do you feel when doing these inventions?

+ Can you get any benefits from doing good things for our community?

- Teacher asks Students to base on these directional questions to get ideas if

necessary

- Teacher asks students to show and present their product after 2 weeks

Step 2: Implementing the project

Teacher’s activities Student’s activities

- Monitor, guide and evaluate students inthe project implementation process

- Prepare facilities, create goodconditions for students to implement theproject

- Initially adopt the final products of thegroups of students

- Divide the tasks for each team member

to implement the project according tothe plan

- Build product or report

- Contact, find help when needed

- Regularly feedback and informteachers and other groups

Step 3: Reporting the project

Teacher’s activities Student’s activities

- prepare facilities for the project report

- observe and evaluate project products

-Other groups follow up to discuss,exchange, comment, and contributeopinions on the results of group's work

Step 4: Evaluating the project

Teacher’s activities Student’s activities

- Sum up every evaluation process consist of a evaluation, team’s performance and teacher’s evaluation(evaluation and final product reviews) to give conclusionsabout the final results of groups and each student

self give comments on the attitude of groups and individuals

- listen and take notefor experience

- give comments on the product quality of the projectimplementation groups.

- give the points to each group;

Bonus points for the individual who has excellentperformances and makes a great contribution to thesuccess of their team

- The best products are selected to save in the schoolgallery for reference and display on the school meeting

WRAP UP:

- Teacher gives a brief summary of students’ projects and asks students about what they

achieved after completing their project by asking the below questions

+ How do you feel after completing your project?

+ Do you have your own lessons through this project?

+ Have you changed anything after completing the project?

+ Do you think you will continue to do these good things in the future?

- Teacher provides a brief conclusion about kindness to community and the wonderful

things they have when they do something good for their community

TYPICAL RESULTS OF MY STUDENT’S PROJECTS

Invention 1: A Wind Generator (Mini Fan) recycled from a computer fan to reduce using too much electricity to protect environment