Living responsibly is fulfilling obligations to society, school, family, and oneself; Therefore, it is very important to train and educate students about the sense of responsibility as w
Trang 11 Introduction
1.1 The reason for choosing the subject.
English is a compulsory subject in the 2018 National Curriculum and is also one of the instrumental subjects in high schools It focuses on the goal of forming and developing common competencies and good qualities in accordance with the provisions of the 2018 General Education Program
In the 10th grade English textbook (Global Success), the core content of English
subject is expressed through the system of subject matters and themes Project is delivered at the end of each unit, so the content of each Project is based on the topic of each unit Through this, students will consolidate their language knowledge of the unit, and at the same time they will develop their skills More importantly, students’ good qualities are also developed Project is implemented from the point of view of project-based learning
To present the product, each student, or each group, depending on their ability, can choose from many different presentation channels, such as using posters or power point to present, acting out talk show, making clips, doing interviews, or reenacting a contest or an event that delves into an aspect with specific content After each presentation, students should be encouraged to give a message to express their understanding and awareness about the lesson topic and about the world around them
In the fundamental and comprehensive reform of education, the Ministry of Education and Training has emphasized an important change, that is, shifting from attaching the importance of transmitting knowledge content to developing the qualities and competences of the students in the new general education program, with 5 main qualities: patriotism, hard work, honesty, kindness, and responsibility A sense of responsibility and kindness are among the qualities that should be present in everyone Living responsibly is fulfilling obligations to society, school, family, and oneself; Therefore, it is very important to train and educate students about the sense of responsibility as well as kindness
Stemming from the practical requirement of innovating teaching methods and from the goal of the 2018 general education program on developing core competencies and qualities for high school students as well as starting from the actual capacity of students at Tinh Gia 3 High School, I have decided to choose the
topic "Some suggested adaptations to educate the sense of responsibility and kindness for 10 th graders via project activities in teaching Tieng Anh 10 (Global Success) at Tinh Gia 3 High School”.
1.2 Objective of research
- Designing project activities in some units of English 10 (global success)
- Providing students 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
1.3 Research methodology
I write this topic based on:
Trang 2- The method of studying theory
- The method of investigating
- The method of questionnaire interview
- The method of class observation
- Comparison, collation and summary of the result, effect of the topic
1.4 Scope of research
1.4.1 The students
This study will be carried out in Tinh Gia 3 high school among the population of
10th graders to evaluate the effectiveness of project activities for educating students’ sense of responsibility in teaching English
1.4.2 The teachers
The English Group of Tinh Gia 3 high school includes 9 teachers Five colleagues who have more teaching experience were involved in the study
2 Content
2.1 Theoretical background
2.1.1 The concept of responsibility
Responsibility is a quality that should be presented in every person Living responsibility is fulfilling obligations and obligations to society, school, family and oneself; and has to take responsibility for their actions, so it is very important
to practice responsibility for students
Take responsibility for your own words, paying attention to the meaning of your words Consider choosing the right words so as not to hurt someone, then regret it later! Live responsibly, work is responsibly you, your loved ones and those around you will always be happy The expressions of responsibility are: + Being responsible for yourself;
+ Having a sense of hygiene, physical exercise, and health care;
+ 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; + Having a sense of keeping the environment clean, not littering indiscriminately
2.1.2 Concept of kindness
Kindness is the love between people and people, good qualities, respect, help and care for each other in times of trouble and difficulty Kindness is power in both the literal and figurative sense Kindness is not something too big, but in life, kindness is tolerance, the way that people give love to each other Kindness is always in each person and comes from the heart, the heart with the desire to help others without expecting anything in return The expressions of kindness are:
+ 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;
Trang 3+ 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
2.1.3 The importance of educating qualities “responsibility” and “kindness” in education.
First, it must be affirmed that educating qualities “responsibility” and
“kindness” for students is really important Education is intended to form morals through the process, knowing well, loving good, and behaving well so that good morals can be implemented into habits of mind, heart and hands Through doing projects, it cultivates values which include components of knowledge, awareness
or willingness, and actions to carry out these values
The value of education that needs to be strengthened is the character value
of kindness and responsibility Kindness helps children to show concern for the welfare and feelings of others (Marzuki, 2017, p58) Therefore, the value of good character education can play a role in inhibiting the emergence of evil intentions
or immoral actions because it can provide comfort and respect for fellow humans
In addition, responsibility is a person's attitude and behavior to carry out his duties and obligations, which he or she should do for himself or herself, society, the environment (natural, social, and cultural), and his or her nation Besides, responsibility can be interpreted as an act carried out by each individual based on his obligations and hearts, namely an attitude that shows that a person has a high caring nature (Sulaeman, Goziyah, Purawinangun, & Noermanzah, 2020) Thus, the value of of responsibility can awaken a person to learning are: acting as a self-directed learner, working as a collaborator, and being the knowledge manager
2.1.4 Concept of project-based learning
Project-based learning is a not new method of learning in the field of English as a Second Language and is believed to be suitable for teaching and learning English in the 21st century Sepuldeva (2016, p1) states that project-based learning is a teaching method that serves a student's problem Besides, Krajcik and Phyllis (2005, p318) defines that Project-based learning is that students build their information based on learning situations to solve problems in order to gain a deeper understanding of learning Solomon (2003, p210) points out that project-based learning focuses on learning through long- term, student-centered, interdisciplinary, and integrated activities in real- world situations Based on all the definitions above, it can be concluded that project-based learning
is a model of classroom activity that gives students the opportunity to develop their knowledge and practice their skills through work individually or collaboratively
2.1.5 Significance of project-based learning
Project- based learning gives some benefits in teaching English as Foreign language Here are several benefits of implementing project- based learning in the process of English teaching and learning as follows (Larasati, 2015, p30)
+ Project- based learning increases autonomous learning
+ Project- based learning boosts motivation
Trang 4+ Project- based learning is matching the mixed- ability classes.
According to the Harmer and Alison (2014, p16) retrieved from Putri (2018, p63) the advantages of Project- based learning are:
+ Project- based learning improves in academic achievement
+ Project- based learning enhances wider skills such as group work skills, communication skills, and problem solving skills
+ Project- based learning increases the students’ motivation and enjoyment
+ Project- based learning has diverse learners who come from various backgrounds of knowledge that can construct their knowledge each other and other learning styles from students in the classroom
2.1.6 The roles of the teacher and students in project-based learning
The roles of the teachers in project-based learning are different from that of teachers in traditional learning In the traditional teaching and learning process, teachers play an important role, teacher-centered in teaching and learning activity
So, the teachers spend more time explaining the material for students; and the students tend to be passive However, in project- based learning, teachers are only guides and advisers, not “hands-on” for their students It requires students to be active learners It concentrates more on the students than on the teacher Therefore, the teacher spends more time monitoring and coaching the students, they only form ideas of project related to the learning content, create roles for students in the project, make the students’ roles to the content to be learned, and design assignments for students
In project-based learning, students also play an important role Simpson (2011, p22) presents three main roles of students in project-based learning Firstly, the student is a self-directed learner They choose topics that fit their proficiency level as well as their experience In addition, students solve problems through teamwork They conduct projects, find information and collect data from different sources, and both evaluate and revise their projects So, they will gain knowledge from their own project work Secondly, students conduct the project work as a team member or as a collaborator Each student in the group is responsible for different tasks based on their abilities and interests Thirdly, students act as knowledge managers or leaders In project-based learning, students need to be able to manage their own learning They are responsible for gathering information, analyzing and interpreting data, and presenting them as a result of their learning
2.2 Practical background
Tinh Gia 3 high school is situated in Nghi Son district-level town, F a rural district of Thanh Hoa province Although located in a developing rural area, Tinh Gia 3 high school has been well-equipped with good teaching facilities, especially
it has one lab with 40 computers connected with the internet and more than twenty classrooms with projectors These things facilitate teaching and learning conditions in general and teaching and learning English in particular
However, in fact, teaching and learning at school has focused more on capacity development and knowledge cultivation than on character education for students Besides, with the development of technology and social trends, a part of
Trang 5students still lack responsibility for themselves, their families and society They are even indifferent and insensitive to those around them
At the beginning of the school year, a survey questionnaire was used to investigate 86 students from class 10A3 and 10A5 to see how often they shared housework with their family members, how often they did things to protect the environment, how often they took actions to help the needy people and how much they were interested in traditional music These students are good at learning and are concerned by their parents
Here is the result of the survey questionnaire:
Always Often Sometimes Rarely Never
About your
family life
1 How often do you
do housework?
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?
About the
environment
5 How often do you put the rubbish in proper dustbin? 17.4
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?
Trang 610 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
It can be seen from the table that most of the students do not always share housework with others in their family And, the table shows that there are still many students not always putting rubbish in the proper dustbin In addition, no students have ever taken part in planting trees movement and taking care of trees
or actively picking the garbage up to protect the environment Besides, most students do not often take actions or have activities to help the needy Even many
of the students of class 10A5 and 10A3 (72.1 %) never organize activities to raise fund to help the poor The students only participate in giving money, items, and raising money when the school calls for that
From the table, we also see that a large number of students are not interested
in traditional music No students (0%) often listen to traditional music or learn about it A large proportion of the students never listen to this kind of music (46.5%), they have never taken part in the school’s folk songs music or learn by themselves about traditional music (96.6%) This is an alarming number about the indifference of today’s youth to traditional music
Through questionnaires (see appendix 1) and interview (see appendix 3) about how often students do housework, students’ sharing household chores with their family members, along with questionnaires, interview and classroom observation about what students have done to keep their surroundings clean and about how they treat to others, it can be seen that there are still students with low responsibility and kindness to themselves, to their family, to the environment or to the society Therefore, I decided to design some projects with a view to educating their responsibility and enhancing their kindness
2.3 Some suggested adaptations to educate the sense of responsibility and kindness for 10 th graders via project activities in teaching Tieng Anh 10 (Global Success) at Tinh Gia 3 High School.
2.3.1 Steps of designing a project
According to educational background George Lucas (2005, p32) as cited by Larasati (2015, p32-35), the steps of conducting project- based learning in a language classroom are:
1 Introduce project to students and Students choose a theme and build up
Trang 7guide them to choose a theme 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
2.3.2 Designing project activities to educate the sense of responsibility and kindness for 10 th graders
Based on the result of the survey, the content of some knowledge topics in the textbook Tieng Anh 10 (Global Success) is analysed In order to raise students’ sense of responsibility and kindness, some projects are designed then the tasks are assigned for 10th grade students of class 10A3 and 10A5 The students’ products will be presented in the lesson 8: Looking back & Project
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:
Know some information about family day in Vietnam and in some other countries in the world From knowing clearly about the meaningful day, they love and respect their family more Since then, they will find it more responsible for their family in sharing the household chores with every family member
- Develop skills: communication skills, presentation skills, critical thinking teamwork skills and creativity;
STAGE 2: ASSESSMENT EVIDENCE
Trang 8Performance Tasks Performance products Assessment tools Project: Do research on
Family Day
Students’ power point products
Observing, rubric
report Students’ presentation Observing, rubric
Materials: - Laptop/ TV/ power point presentation
STAGE 3: TEACHING PROCEDURE
Steps Teacher’s activities Students’ activities
1 - 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
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
-Listen to the teacher
-Students receive the task
-Students choose a country
to do research on and build
up their idea
2 Guide students to make a plan
PROJECT TEAMWORK PLAN
(SEE APPENDIX 6)
- Teacher instructs students to note
down the main information while they
are reading
The research should be in power point
presentation
The presentation should include: Where
and when the family day is celebrated
When it was first celebrated Why it is
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 6) 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
Student H makes a presentation
3 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
Trang 9information 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 implementation
8 Guide students to review the project
implementation process
the goal of long-term memory
9 Guide students to present their results
- Teacher gives every group an
ORAL PRESENTATION RUBRIC
(see appendix 7) and a RUBRIC ON
MINDMAP POSTER (See appendix 8)
The presentation should include:
1-greetings
2- Introduction: name, be a
representative of…
3-Content of the report
4-what are responsibility for the family
5-Conclusion
6-Communication: ask and answer
The end
Students can present their results in front of the whole class, students from other groups comment
- Present the findings to the c lass
10 Organize evaluation, review and
feedback
- Gives Ss a checklist (See appendix 5)
for peer and self- assessment and
explains that they will have to tick the
appropriate items while listening to their
classmates’ presentations and write
comments if they have any
- 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
- Read the checklist to understand what they will have to do
- Listen to teacher’s explanation
- The representatives from every group make their presentation in turn Then, students make questions after each presentation
Trang 10from other groups to give comment based
on the rubric
- Gives praise and feedback after each
presentation and gives marks
- Students self-assess and absorb feedback from the classmates and the teacher Students take notes
PROJECT 2: DESIGN MESSAGES TO CALL FOR ENVIRONMENTAL P ROTECTION
(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
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment
tools PROJECT
Design a message to call Students’ power point Observing, for environmental products, video recordings rubric protection
rubric Materials: Laptop/ TV/ powper point presentation/ video recordings
STAGE 3: TEACHING PROCEDURE
Steps Teacher’s activities Students’ activities
1 - 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
propaganda 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 dramatized in the
form of video recording
- Teacher divides each class
(10A3, 10A5) into 2 groups and
Students choose a theme and build
up their idea Students choose a way to design a message