Skkn cấp tỉnh how to develop speaking skill effectively for students through project based learning in english grade 10 global success

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁTRƯỜNG THPT LƯƠNG ĐẮC BẰNG SÁNG KIẾN KINH NGHIỆM HOW TO DEVELOP SPEAKING SKILL EFFECTIVELY FOR STUDENTS THROUGH PROJECT-BASED LEARNING IN ENGLISH GRADE 10

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT LƯƠNG ĐẮC BẰNG

SÁNG KIẾN KINH NGHIỆM

HOW TO DEVELOP SPEAKING SKILL EFFECTIVELY FOR STUDENTS THROUGH PROJECT-BASED LEARNING

IN ENGLISH GRADE 10 GLOBAL SUCCESS

(Phát triển hiệu quả kĩ năng nói cho học sinh thông qua dạy học

dự án trong Tiếng Anh 10 Global Success)

Người thực hiện: Ngô Thị Thảo

TABLE OF CONTENTS I

INTRODUCTION .1

1.1 Reasons for choosing the topic 1

1.2 Research purpose and objectives 1

1.3 Research scope 2

1.4 Research Methodology 2

1.5 Some new factors of the study 2

II CONTENTS .3

2.1 Theoretical b ackgound 3

2.2 Practical background 3

2.3 Solutions to the problem 4

2.4 The effectiveness of the solutions 14

III CONCLUSION S AND RECOMMENDATIONS .16

3.1 Conclusion 16

3.2 Recommendations 16

REFERENCES

APPENDIX

I INTRODUCTION

1.1 Reasons for choosing the topic

In continuation of the goal of innovation, the Ministry of Education andTraining has issued the Comprehensive General Education Program 2018(CTTT) with the perspective of “Ensuring the development of learners” qualitiesand competencies through educational content comprising practical, modern,fundamental knowledge, and skills; harmonizing morality, intellect, physique,and aesthetics; emphasizing practical application and the use of acquiredknowledge and skills to solve problems in learning and life; high integration inlower grades, gradually differentiated in upper grades; through methods andforms of organizing education that promote the autonomy and potential of eachstudent, appropriate evaluation methods aligned with educational objectives andteaching methods to achieve those objectives

Alongside the comprehensive renewal of organizational forms and teachingmethods, the renewal of assessment and evaluation in line with the direction ofdeveloping students' competencies is also an important factor The application ofproject-based learning as an assessment method for students is one of theeffective methods widely implemented in many countries around the world InVietnam, the application of project-based learning to develop and assessstudents' speaking skills in English has been implemented, well-received bynumerous teachers and students, and has achieved initial positive results.However, project-based learning still exhibits some issues that need to be furtherimproved to ensure its widespread and effective implementation, contributing toenhancing the quality of teaching and learning in this subject Throughout thepast year, both myself and my colleagues have applied project-based learning todevelop students' English speaking proficiency and have observed its numerousadvantages, as well as encountered some concerns and uncertainties Whatshould teachers prepare for a 'Speaking' lesson through project-based learning?How can students effectively carry out a real project? What are the criteria forevaluating students' learning projects? These are the reasons why I have chosen

the topic: “How to develop speaking skill effectively for students through

project-based learning in English Grade 10 Global Success” to further

enhance the quality of teaching and learning in the English subject within theschool, particularly for 10th -grade student in the academic year 2024-2025 atLuong Dac Bang high school, which is the third year of implementing the newGeneral Education Program

1.2 Research purpose objectives

The purpose of the research is to guide students through project-basedlearning, enabling them to integrate knowledge and skills from various subjects

to solve learning tasks and create practical learning products that are relevant toreal-life situations Through this approach, the research aims to develop newknowledge and skills, foster essential competencies (such as problem-solving inboth academic and real-life contexts), and enhance practical communication

abilities using the English language Additionally, the research seeks to instillconfidence

in students when discussing and presenting familiar topics in life, whilenurturing a genuine interest in the subject

1.3 Research scope

- Knowledge: Foundational vocabulary on specific topics provided withinthe lesson content, as well as self-study of cultural and social knowledgethrough the internet in the 10th-grade English subject using the Global Successtextbook

- Target participants: 10th-grade students, including classes 10A8 and10A14, at Luong Dac Bang High School

- Methodology: Project-based teaching

- Implementation period: Academic year 2024-2025

1.4 Research Methodology

The research methodology serves as the blueprint for the investigation andlays out the strategies and techniques employed to collect, analyze, and interpretdata For this study on effective strategies to teach "Project" in English Grade 10Global Success, the following research methodology has been designed:

Quantitative Research:

 Surveys: Administer standardized questionnaires to 10th graders

and educators at Lương Đắc Bằng High School These surveys will gatherquantifiable information about students' and teachers' experiences, preferences,and challenges during the "Project" phase

 Assessments: Conduct baseline and post-implementation tests to

measure students' understanding and retention of content

By employing this multifaceted research methodology, the study seeks toprovide a holistic understanding of the current challenges faced during the "Project"phase and to offer well-researched, practical strategies to enhance the teaching andlearning experience for English Grade 10 Global Success at Luong Dac Bang HighSchool

1.5 Some new factors of the study

The initiative applies project-based teaching methods to develop speakingskills in specific topics of the 10th-grade English subject using the newcurriculum's textbook series, Global Success, at Lương Đắc Bằng High School.This approach has been practically implemented during the academic year 2024-

2025 Consequently, it can be affirmed that the topic does not overlap with anypreviously published initiatives The research focuses on the following aspects:+ Providing a theoretical and practical foundation for project-based teachingmethods in general, as well as project-based teaching methods for developingspeaking skills in 10th-grade students according to the new General EducationProgram

+ Presenting the process, criteria, and sample activity designs for theimplemented project-based learning.

+ Proposing potential directions for expanding project-based teaching,analyzing its strengths and weaknesses, and providing recommendations forimprovement

II CONTENT 2.1 Theoretical background

2.1.1 Basic concepts of project-based teaching

Project-based teaching is a constructive learning method in which students

independently propose and carry out projects, including designingquestionnaires, collecting information, analyzing data, and making observationsand conclusions about specific issues

Project-based learning is also referred to as project-based learning orproject work

2.1.2 Advantages of project-based teaching in developing students' English speaking skills

Project-based teaching is an educational approach that provides studentswith opportunities to integrate knowledge from various subject areas and apply

it creatively to real-life situations, thereby boosting their confidence incommunication, particularly in English conversations with foreign speakers The project-based learning process enables students to become self-directed learners, fostering their ability to explore and discover knowledgethrough topics that are relevant to them This approach helps them reinforcetheir English vocabulary in specific thematic areas, enhance theircommunication and speaking skills, develop collaborative, communicative, andindependent learning skills, and equip them with the necessary tools for lifelonglearning and facing challenges in life

The project-based learning process also empowers shy or hesitant studentswho may feel apprehensive about speaking English, providing them with aplatform to express themselves This is especially beneficial for academicallyweaker students, as it sparks their interest and engagement in practicing Englishspeaking skills

2.1.3 Disadvantages of project-based teaching in developing students' English speaking skills

Alongside the aforementioned advantages, implementing the based" approach to promote English speaking skills during "Speaking" classespresents certain challenges for both teachers and students in terms of time andfinancial resources Moreover, this method requires students to possess agenuine enthusiasm for learning, a proactive attitude, and self-study andresearch skills."

"project-2.2 Practical background

2.2.1 Advantages

- The school has gradually modernized its facilities and teaching equipment

to meet the requirements of innovation This is one of the key factorsdetermining the success of implementing the project-based teaching method

- The school administration shows interest, support, and encouragement forteachers to apply active teaching methods and assessment approaches that focus

on developing students' competencies

- Parents and students have a proper understanding and support the policy ofinnovating teaching methods and assessment

2.2.2 Challenges

- Project-based teaching requires a significant amount of time This is themajor obstacle, as it may require teachers to work outside of regular hours ifsufficient time is not allocated or if teachers lack flexibility

- Project-based teaching requires thorough preparation and careful planning

to effectively engage students

- Practical activities in project-based teaching require appropriate materialresources and financial support

❖ Challenges for teachers:

- Designing projects that are both aligned with the curriculum and relevant toreal-life situations

- Establishing evaluation criteria for specific projects

- Developing a set of framework questions for each project topic

❖ Challenges for students:

- Setting clear learning objectives for each project topic

- Conducting scientific investigations and collecting information in asystematic manner

2.3 Solutions to the problems

- Effective guidance for students in using project-based learning in

+ Guide students to self-assess and evaluate group members and betweengroups.

- The significance of project-based teaching in developing speaking skills for students.

Project-based teaching helps develop learners' abilities, specifically helping students:

➢ Transition from passive learning to active and goal-oriented learning

➢ Shift from passive memorization and repetition to exploration,integration, and presentation

➢ Move from listening and responding to conveying and takingresponsibility

➢ Transition from mere knowledge of facts, terminology, and content to aclear understanding of the process

➢ Move from theory to the practical application of theory in real-lifesituations

➢ Shift from dependence on the teacher to actively organizing groupactivities

- The roles of teachers and students in project-based teaching

1 Teachers: They play the role of guides, setting overall goals and

deadlines, guiding topic selection, monitoring and evaluating project stages, anddeveloping assessment criteria

2 Students: They form groups, discuss with teachers to choose appropriate

projects and implementation methods, estimate the required budget andnecessary equipment, plan the project, assign tasks to carry out the project, andpresent the project…

-The Project-Based Teaching Process

The project-based teaching process consists of the following four steps:

Step 1: Project Planning

This step can be understood as the preparation by both the teacher and thestudents (mainly the teacher) before students embark on project implementation.This step plays a significant role in determining the overall success of theproject

Essentially, the project planning phase includes the following tasks:

Task 1: Identifying the project topic and objectives

When identifying the project topic and objectives, the teacher should guidestudents in clearly defining the knowledge, skills, and attitudes they aim toachieve through the project Is organizing the project implementation truly thebest way to achieve their goals?

Task 2: Establishing project ideas

Each chosen topic will serve as a scenario that learners must address usingthe knowledge from the lesson content and their own experiences The chosentopic should be relevant to the real world, generate multiple hypotheses, requirecollaborative problem-solving efforts, and align with the learning objectives

Task 3: Guiding the project using Bloom's Taxonomy question framework

The guiding question framework will provide students with a comprehensiveunderstanding of the project while helping them develop thinking skills atdifferent levels The project's instructional questions strike a balance betweenunderstanding the content and exploring captivating ideas that make learningrelevant to students At lower levels, teachers ask students to recall, understand,repeat, and list information At higher levels, students are expected to developskills in evaluating, critiquing, solving, creating, and proposing Each levelbuilds upon the complexity of the previous level The verbs used help learnersengage in different levels of thinking

Here are some verbs and question types used for each level to enhancestudents' critical thinking skills

Can you tell why   ?What is it related to ?

Which is true or false   ?What is it used for?

What do you discuss   ?What differences exist between.  ?

Can you compare ?

Can you provide an example of what you mean   ?Can you provide a definition for   ?

Can you group by characteristics such as   ?

What questions would you ask of   ?From the information given, can you develop a set ofinstructions about…?

Would this information be useful if you had a   ?Can you classify ?

If   happened, what might the ending have been?

What was the underlying theme of   ?What do you see as other possible outcomes?

Why did the changes occur?

How was this similar to   ?What are some of the problems of   ?Can you distinguish between  ?

Why don’t you compose a song about  ?

Why don't you devise your own way to deal with   ?Can you create new and unusual uses for   ?

What would happen if  ?

How many ways can you   ?Can you write a new recipe for a tasty dish?

Can you predict a possible solution to   ?

 Level VI: Evaluation

*Example of a set of framework questions to guide project work for lesson 5

of the 10th grade English book program Global success.

Unit 5: Inventions.

 Project: Describing an imaginary invention.

Teacher asks students to work in groups to design a poster of the bestinvention on a large-sized sheet of paper and make a presentation to persuadeothers to vote for it In this task, Ss are free to create their own invention -something they have wished to have To inspire Ss' imagination, teacher maygive some examples of imaginary inventions based on objects owned by thecharacters in a cartoon or story: Harry Porter's invisibility cloak, Doraemon'smagic pocket, Aladdin's magic lamp etc Then teacher ( with students) givesguiding questions

Suggested guiding questions based on Bloom’s Taxonomy:

 Level I: Knowledge:

1 Can you describe your invention?

2 What is it?

3 What is it used for?

4 Who can use it?

5 Where may it be used?

6 Is it expensive?

7 Is it easy to use?

 Level II: Comprehension

1 Can you distinguish it with other inventions?

2 Can you compare it with other inventions?

3 Why do you invent it?

 Level III: Application

1 From the information given, can you develop a set of instructions touse this invention?

2 What aspects of social life will you apply this invention to ?

 Level IV: Analysis

1 Can you analyse its benefits?

2 What are some of the problems of your invention?

3 What will you do to improve your invention in the future?

 Level V: Synthesis

1 Can you devise a detailed plan to make others vote for yourinvention?

 Level VI: Evaluation

1 Do you think your invention is the best invention? Why ?

2 How effective is it?

3 Can you evaluate its values?

4 Can you predict the development trend of your invention?

Task 4: Develop Evaluation Plan

The evaluation process should focus on specific aspects such as:

- How are students working towards their learning objectives?

- Which cognitive skills are students utilizing?

- To what extent are students integrating and effectively using new information?

- What motivates the learners?

- What is the effectiveness of special intervention activities?

Step 2: Project Development

*Project Operation

- Drafting project outlines

- Assigning tasks to group members

(Determine the number of members per group, budget, equipment for theproject, implementation methods, project timeline according to schedule (projectcompletion time, weekly plans, etc.)

In this step, the teacher provides a project outline template for groups todevelop their own projects

For example, a sample project outline template we have implemented:

(distributed to student groups during project work, groups fill out the form andsubmit it to the teacher when presenting the project product)

II Procedures

1 Problem analysis: ( answer suggested questions

2 Problem solving: ( Investigate, collect information )

3 Project report: ( oral presentation, poster, video clip, talk show )

Resources

*Information Gathering

Based on the outlined plan, each group will implement the project One ofthe crucial tasks is to gather information Each group needs to determine whowill gather what information, from where, and how

*Information Processing

Information processing is highly important Each group must select the mostvaluable information and arrange it in the most appropriate order Eachindividual's role within the group in each stage of project implementation iscrucial Then, the group synthesizes the research results and findings of eachmember to write a report

Step 3: Project Presentation

The groups present their products in front of the class

At the end of the project deadline, the teacher organizes a session for studentgroups to present their project outcomes Each group selects a representative topresent their project results Other groups observe, discuss, exchange, comment,contribute opinions on the results of their peers, and provide evaluations (in theform of scores) based on the criteria outlined in the evaluation sheets (designed

by the teacher)

Step 4: Project Evaluation

- At this point, the teacher combines all evaluation processes: evaluation of the executing group, evaluation from peer groups, teacherevaluation (regular assessment and final product evaluation) to draw conclusionsabout the project results of student groups and individual students The teacherneeds to provide feedback:

self Comments on the attitude and work ethic of groups and individuals duringthe project implementation

- Comments on the quality of the project outcomes of each group Thescores of each group are announced; excellent individuals who contributesignificantly to the success of their groups are rewarded

- The outstanding group's product is selected to be archived in the schoollibrary for reference and presentation to all students in the school

Monitoring and evaluating the project must be based on specific forms.Developing detailed project evaluation forms will help students shape their roles

in the project and what tasks they need to complete It enables students to assess the volume and quality of their work, evaluate themselves and theirgroups, and ensures fair and objective evaluation