Skkn fostering patriotism via projects in unit 1 and unit 2 in english 12 global success for students

reflect on national values, and engage with meaningful content that reinforces theirconnection to the country.Specifically, English language instruction can contribute to the cultivation

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION

-

 -TEACHING INITIATIVEFOSTERING PATRIOTISM VIA PROJECTS IN UNIT 1 AND UNIT 2 IN ENGLISH 12 GLOBAL SUCCESS FOR

STUDENTS

Subject : English Field : Teaching Methodology

Tan ky, April, 2025

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION

TAN KY UPPER SECONDARY SCHOOL

-

 -TEACHING INITIATIVEFOSTERING PATRIOTISM VIA PROJECTS IN UNIT 1 AND UNIT 2 IN ENGLISH 12 GLOBAL SUCCESS FOR

STUDENTS

Subject : English Field: Teaching Methodology Authors : 1 Hoàng Thị Nga

2 Nguyễn Thị Thanh Tình Group : English

Year : 2025 Phone number : 098 555 6446 – 0919 169 128

Tan ky, April, 2025

LIST OF ABBREVIATIONS

1 NGEP 2018 New General Education Program 2018

TABLE OF CONTENTS

Introduction 1

Ontent 3

Part I: Theoretical and Practical Background 3

1.1 Definition and significance of patriotism 3

1.2 Patriotism in student identity formation 3

1.3 Overview of Project-Based Learning (PBL) 4

1.4 English as a tool for promoting Vietnamese identity 5

1.5 Current situation at Tan Ky High School 6

Part II: Solutions and Implementation 8

2.1 Project 1: Books of Vietnamese Young Heroes 8

2.2 Project 2: A Treasure Trove of Vietnamese Heritage 17

Part III: Findings and Discussion 26

Part IV: Survey on Urgency and Feasibility 30

Conclusion 35

1 Summary 36

2 Suggestions 36

References 36

Appendices

Appendix 1: Survey forms and data results

Appendix 2: Evaluation criteria and score sheets

Appendix 3: Sample student products and photos

In the current era of globalization, young people, particularly high schoolstudents, are increasingly exposed to diverse cultures and international influences.While this provides opportunities for broader perspectives, it also poses challenges

in maintaining a strong sense of national identity Many students at Tan Ky HighSchool, like their peers across Vietnam, demonstrate proficiency in globalknowledge but often lack a deep understanding and appreciation of their owncultural heritage This situation raises concerns about the diminishing sense ofpatriotism among the younger generation

It is clear that patriotism is fundamental to shaping responsible citizens whocontribute positively to their country’s development However, in English languageeducation, the focus on international contexts often overshadows opportunities tointegrate local cultural values According to the goals of the 2018 General EducationProgram (GDPT 2018), the overall general education program has announced thegoal of educating high school students to well practice 5 qualities and 10competencies Fostering patriotism has always been a fundamental educational one.However, integrating such values into English lessons is still a challenge for manyteachers, due to the perceived “foreignness” of the subject

Being teachers of English, we see that this is the first time the new 12th gradeprogram with Global Success books has been taught without any previous teachingexperience It can be said to be like a newly reclaimed land Hence, we would like toemploy Project-Based Learning (PBL) to integrate Vietnam’s history, culturalvalues, into educating well-rounded, globally competent citizens who have a deepawareness of their cultural roots, Vietnamese identity and a profound patriotism.While PBL has been widely applied in English teaching, its use in fostering nationalpride remains relatively unexplored Most previous studies and applications of PBLfocus on improving language skills or interdisciplinary learning rather thanexplicitly cultivating patriotism We would also like to introduce an innovativemodel where students engage in language learning through culturally relevant

projects, reinforcing their sense of belonging and appreciation for their country.

Unlike traditional methods that separate language learning from cultural education,this approach integrates the two seamlessly, making English lessons moremeaningful and relevant to students

For these reasons, we have chosen to develop this topic “Fostering Patriotism via Projects in Unit 1 and Unit 2 in English 12 Global Success for students” This

initiative was implemented with 12th-graders at Tan Ky High School, focusing on

Units 1 and 2 of the English 12 – Global Success textbook It aims not only to

enhance students' language skills, student-centered environment but also to nurture astrong sense of national identity, ensuring that they grow into confident individualswho appreciate and contribute to their cultural heritage while engaging with theglobal community It is a bridge connecting two separate lesson projects into one in-

depth content for 12th grade students about to leave high school Through structuredprojects, which is completely new in Units 1 and 2 of the English 12 curriculum,students will actively explore their heritage, engage in meaningful discussions, anddevelop critical thinking and communication skills that align with the competency-based approach promoted by GDPT 2018.

CONTENT

PART I: THEORETICAL AND PRACTICAL BACKGROUND I.1 What is Patriotism?

Patriotism is closely related concepts that defines an individual's connection to

their homeland According to Smith & Kim (2006), patriotism refers to "a deep

emotional attachment to one’s country, often expressed through national loyalty,

cultural appreciation, and civic engagement The Cambridge Dictionary defines

patriotism as: “the feeling of loving your country more than any others and beingproud of it.”

These definitions highlight that patriotism encompasses emotional, moral, andbehavioral dimensions It involves not only feelings of love and pride but alsorespect for national history, culture, and traditions, along with a sense ofresponsibility to protect and improve the country

Patriotism often inspires individuals to uphold their country’s values and worktowards its betterment It can be seen in various forms, such as defending thecountry’s sovereignty, participating in community service, or simply appreciatingnational customs and traditions

In the context of modern education, fostering patriotism among students isconsidered a fundamental goal Patriotism is not only an emotional attachment toone’s homeland but also a reflection of values, identity, and civic responsibility Itserves as an essential quality in character education and plays a significant role innurturing students who are proud of their country and are willing to contribute to itsdevelopment in an increasingly globalized world

I.2 Patriotism is a core component in shaping students' identity and values

According to Vietnam’s 2018 General Education Curriculum, patriotism isofficially recognized as one of the four fundamental moral qualities that should becultivated consistently throughout the general education system, alongside kindness,diligence, and honesty These values are viewed as essential foundations for thecomprehensive development of students' character and civic consciousness Amongthem, patriotism plays a particularly important role in forming a strong sense ofnational identity, nurturing civic awareness, and inspiring long-term commitment tothe nation’s prosperity—especially in the era of globalization and cultural exchange.The curriculum further highlights that moral and civic education should beintegrated across all subjects, not limited to traditionally associated disciplines such

as History or Civic Education This cross-curricular approach underscores theresponsibility of all educators—including English language teachers—to contribute

to the development of students’ moral qualities, particularly patriotism In thisregard, the teaching of English is not merely about acquiring linguistic competence,but also about creating opportunities for students to connect with their cultural roots,

reflect on national values, and engage with meaningful content that reinforces theirconnection to the country.

Specifically, English language instruction can contribute to the cultivation ofpatriotism by:

- Helping students explore, recognize, and appreciate Vietnam’s historical,cultural, and social heritage, thereby strengthening their understanding of thecountry’s identity;

- Encouraging national pride and cultural self-confidence, enabling students toview their nation’s traditions and values with respect and admiration;

- Promoting civic engagement and responsibility, guiding students to thinkcritically about their role in society and their potential contributions to the nation’sdevelopment

Through such integration, English becomes a channel through which studentsnot only develop essential language skills but also grow into informed, proud, andresponsible citizens who value their national identity while being open to globalperspectives

I.3 Project-Based Learning (PBL) in English Language Teaching

I 3.1 Definition and Principles of PBL

Project-Based Learning (PBL) is an instructional approach that encouragesstudents to gain knowledge and skills through actively exploring real-worldproblems and challenges This method emphasizes student-centered learning, wherelearners engage in meaningful projects that require inquiry, collaboration, and self-reflection (Thomas, 2000)

The principles of PBL include:

+ Student-centered learning: Encouraging active participation and ownership

of learning

+ Real-world application: Ensuring knowledge and skills learned are

applicable to real-life contexts

+ Collaborative work: Promoting teamwork and communication among

students

+ Inquiry-based approach: Encouraging students to ask questions, research,

and find solutions

+ Reflection and assessment: Allowing students to evaluate their learning

process and outcomes

I 3.2 Benefits of PBL in Developing Critical Thinking, Creativity, and Engagement

The implementation of PBL in English language teaching has been proven toenhance students' engagement, motivation, and overall learning experience Somekey benefits include:

+ Enhancing critical thinking: Students analyze information, compare

perspectives, and develop independent opinions

+ Encouraging creativity: Projects require students to design, create, and

present unique ideas

+ Improving collaboration: Group work fosters communication and teamwork

skills

+ Boosting language proficiency: English is used as a medium for research,

discussion, and presentation

+ Increasing engagement: Students are more motivated when they see the

practical application of their learning

I 4 The Role of English in Enhancing National Identity

I 4.1 English as a Tool to Promote Vietnamese Culture Internationally

In the modern world, English serves as a global communication tool, allowingcountries to promote their cultural and historical values internationally LearningEnglish should not only focus on linguistic skills but also aim to help studentsbecome cultural ambassadors who can represent Vietnam to the world

Through English, students can share Vietnam’s rich traditions, history, andachievements with the global community This can be done through:

+ Writing articles and essays about Vietnamese culture and historical figures.+ Participating in international forums and discussions on cultural diversity.+ Creating digital content such as blogs, vlogs, and presentations showcasingVietnam’s heritage

I 4.2 Strategies for Integrating National Identity into English Language Learning

To effectively incorporate national pride into English lessons, educators canimplement the following strategies:

+ Storytelling and literature: Using Vietnamese folktales, historical narratives,

and biographies in reading lessons

+ Comparative studies: Encouraging students to compare Vietnamese

traditions with those of other countries

+ Project-based activities: Assigning tasks where students research, present,

and discuss Vietnamese culture in English

+ Collaborations with native speakers: Organizing exchanges where students

can share their cultural insights with international learners

By implementing these strategies, English lessons can go beyond languageacquisition and serve as a platform for promoting Vietnam’s unique identityglobally.

I.5 The current status of fostering patriotism among Grade 12 students

through the teaching of English 12 – Global Success at Tan Ky High School.

To find out the fact we conducted the following survey

Purpose of the Survey

It was conducted to investigate the current status of fostering patriotism and

national pride among Grade 12 students through the teaching of English 12 – Global Success at Tan Ky High School Specifically, the survey focused on students’

awareness, emotional connection, and expectations related to national identitythrough English learning

Study Subjects

*Students: 128 students from Grade 12, including 48 students from Class 12D1

(experimental class) and 80 students from other Grade 12 classes

Methodology

Questionnaire implemented on Google form

This questionnaire is designed to gather your opinions about traditional culture,patriotism, and the use of project-based learning in English lessons to foster nationalpride

Please read each statement carefully and select the option that best reflects youropinion Your responses will remain confidential and used for educational purposesonly

Furthermore, students’ perception of traditional culture and national identityreveals some concerning trends When asked whether they agree that "as long astraditional culture exists, the nation will endure, and vice versa", responses werepolarized Only 29.7% strongly agreed, while another 29.7% strongly disagreed,indicating a lack of consensus and possible confusion regarding cultural values.Even more notably, 31.3% of students admitted they do not know much aboutnational heroes and have never really learned about them, showing a significant gap

in basic patriotic knowledge Meanwhile, 25% felt that the young generation isindifferent and not really interested in traditional culture, which can lead to aweakening of national identity over time

Despite this, there is still strong recognition of the need for fostering patriotism

in schools 42.2% of students strongly agreed that it's necessary to regularly nurturepatriotism and national pride, and 35.9% supported implementing more project-based learning activities in English classes to serve this purpose

This data indicates a paradox: while many students are being drawn to globalcultural trends and lack basic knowledge about their national heritage, they are alsoaware of the importance of patriotism and open to educational solutions that can helpfoster national pride Hence, there is a critical need for meaningful, engaging, andcontextualized educational activities—such as project-based learning in English—tohelp students reconnect with their roots and develop a deeper appreciation for theirnation

Conclusion from the Survey

+ Students demonstrate a positive attitude towards patriotism, but many lackknowledge, experience, and meaningful contexts to express these values, especially

+ Throughout our observation as well as questionnaires, we can see that at Tan

Ky High School, most students come from rural families with limited access toauthentic English environments Despite these constraints, students are curious,hardworking, and enthusiastic about learning when provided with meaningful,interactive activities However, many students find English lessons overly academicand disconnected from their cultural identity They tend to learn mechanically topass exams, rather than to communicate or reflect on real-life issues As a result,their motivation to use English meaningfully in daily contexts remains low

Moreover, The English 12 – Global Success textbook provides opportunities for language development through engaging topics Unit 1 (Life Stories) and Unit 2 (A Multicultural World) contain content that can be adapted to explore Vietnamese

values, yet such connections are not explicitly guided in the textbook or the teacher’sbook Without creative adaptation, lessons may remain superficial and fail to inspirestudents

PART II: SOLUTIONS TO THE PROBLEMS

Before implementing the project, we studied the entire high school Englishprogram of Global Success and found that Unit 1 and Unit 2 were suitable forintegrating the content of fostering patriotism and enhancing national pride for our

students With the content of Unit 1 being Life stories we admire and Unit 2 being Multicultural world, we proceeded to select two consecutive projects to deepen the

Vietnamese values for learners

* Project 1: Making books of Vietnamese Heroes and Heroines (Unit 1 –

Life Stories we admire)

* Project 2: A Treasure Trove of Heritage (Unit 2 – A Multicultural World)

Before implementing them, the teacher had a clear pedagogical intention to

connect them under a common theme: "Fostering Patriotism." Rather than treating each project as an isolated classroom activity, the teacher designed them as two complementary parts of a continuous learning journey.

In Project 1 – Books of Vietnamese Heroes and Heroines, students were

guided to discover inspiring life stories of young individuals who madeextraordinary contributions to the nation These were not distant, legendary names—but real people who, at the same age as the students themselves, chose courage,sacrifice, and action in the face of adversity By learning about these youthfulfigures, students were encouraged to reflect on their own role as Vietnamese

teenagers in today’s society: What does it mean to love your country when you are 17

or 18? How can ordinary young people make a difference? This connection between

past and present served as a powerful mirror, helping learners develop both

admiration and aspiration Moving from individual stories, Project 2 – A Treasure Trove of Heritage invited students to explore the rich, diverse, and enduring cultural

values that continue to shape Vietnamese identity today Together, the two projectscreated a meaningful journey—from personal inspiration to collective pride

*Project 1: " Making books of Vietnamese Young Heroes and Heroines" - Unit 1: Life Stories We admire

In this project, students were required to create English-language online orpaper mini-books that tell the life stories of young Vietnamese heroes and heroines

This creative task was intentionally aligned with the theme of “Life Stories We Admire” in Unit 1, allowing students not only to practice language skills but also to

engage emotionally and intellectually with the concept of admiration and legacy.The book-making format was chosen for several compelling reasons.

Books, as lasting products, allowed students to express both creativity andpatriotism, while also serving as keepsakes that could be shared with others Thesebooks were not merely classroom assignments—they became meaningful artifactsthat captured students’ pride, effort, and emotional connection to the stories theytold When displayed in the school library or presented to peers, the books helpedspread awareness of national heroes beyond the project itself In this way, thelearning extended into the school community, reinforcing a culture of respect forhistory and values More importantly, this project provided a natural starting pointfor the next one, moving from individual stories to broader cultural identity in Unit 2,where students explored the deeper roots of what it means to be Vietnamese

Specific activities are as follows:

- Stage 1: Building project ideas, defining the purpose of the project.

* Building project ideas:

Name of the project: Making books of Vietnamese Young Heroes and Heroines

At the initial stage, the teacher introduced the project idea based on the theme of Unit 1 – Life Stories We admire, guiding students to focus on Vietnamese Young

heroes and heroines who made significant contributions to the nation Typicalexamples of passionate patriotism There are men and women, from royal and poorbackgrounds, intellectuals and rural people, from ancient times to the present Theyare proofs of patriotism across time, regardless of class, education or gender

This stage aimed to spark student curiosity, shape the overall project direction,and lay the foundation for meaningful research and language use in the later steps

* Determine aims and objectives

The project aimed to:

Deepen students’ understanding of historical figures who contributed to thenation’s development and independence when they are young

+ Inspire admiration for Vietnamese values such as bravery, resilience, andsacrifice

+ Strengthen students’ identity and emotional connection to their nationalhistory

+ Strengthen critical thinking, collaboration, and communication through groupwork

+ Apply ICT as well as craft skills to design engaging, creative mini-books

+ Practice project management skills such as time planning, role division, andteamwork.

Language objectives were also clearly defined:

+ Improve students’ reading skills through researching biographies andhistorical information in English

+ Develop writing skills through composing a mini-book about a chosen figure.+ Enhance speaking skills by presenting their books and sharing reflections orally.+ Expand vocabulary related to life stories, personality traits, achievements, andhistorical contexts

By defining both the value-oriented and linguistic purposes at the beginning, theteacher ensured that the project would be balanced in both content and skillsdevelopment, setting a strong foundation for active engagement in the followingstages

- Stage 2: Building plan- The process of carrying out the project

Step 1: Start project

Photos illustrating the activities

After lesson 1: Getting started – Unit 1 – Life

Stories We admire, teacher introduces the

project "Making books of Vietnamese

Heroes and Heroines".

- Teacher guides students to some skills toimplement the project:

+Using google, chat GPT to searchinformation about heroes and heroines

+Suggesting some Apps to create books

Content Writing

Chat GPT Microsoft Word: Traditional, powerful,

customizable

Design & Layout

Canva (free/paid): Great for creating

beautiful book covers, PDF ebooks, easy touse for non-designers

Reedsy Book Editor (free): Online editor,

Appendix 3

automatically formats books for publishing.

Publish to book (PDF, ePub, Kindle )

- Teacher divides class in to 4 groups

- Teacher assigns tasks to each group:

Each groups is assigned to research and eachstudent looks for and writes a short biography

in English about a young Vietnamesenational hero or heroine Then, they choosethe best they like to make their book

- Teams select team leader and secretary;

assign tasks to each team member

Appendix 3

* Step 2: Implementing the project

Photos illustrating the activities

Composing

and

submitting

7 days Making books.

Handing in books to the teachers Appendix 3

Step 3: Performing the products ( 23 minutes)

illustrating the activities

Organizing

the class 3’

- Listen to the song in English “"TheBallad of Ho Chi Minh", a famous songcomposed by British musician EwanMacColl in 1954 This song praises thelife and career of President Ho Chi Minh,and has been translated into manydifferent languages around the world

Product

report 20’

- All group members have to represent infront of class what they undertake toreport the product

-Teacher and judges appreciate theproducts

Appendix 3

Picture 1: The book about Bế Văn Đàn

During the implementation of the project, it is necessary to regularly check andadjust the plan in each stage of the project to successfully implement the project

- Stage 3: Product orientation.

1 Profiles of each group

- Instruction form for implementing project

- Project implementation plan

- Short biography files of heroes and heroines

- Books by members of group

- A summary of personal assessment

2 Presentations of the groups

3 Films or slides about the content of books

- Stage 4: Composing and preparation for the books

At this stage, students began producing their final project products based on theirgroup discussions and individual research Each group created a mini-book or digitalposter in English featuring the story of a selected young Vietnamese hero or heroine

The product included:

+ A short biography of the hero (birth, background, historical context)

+ Major contributions or heroic actions

+ Personal qualities (bravery, self-sacrifice, patriotism, etc.)

+ A reflection on why this figure is inspiring to today’s youth

Students used a variety of formats such as handmade booklets, digital slides, orposter boards They were encouraged to include visuals, design elements, andquotations to make the content engaging and easy to follow.

This stage created a meaningful opportunity for students to use Englishpurposefully, work collaboratively, and most importantly, internalize national valuesthrough voices of heroic youth who once lived and died for the homeland

- Stage 5: Present the books

After finalizing the product, each group assigned presenters in turn to introducetheir work in front of the class During the presentation, students not only told the lifestory of the selected hero but also shared how that figure made them feel proud to beVietnamese and what lessons they personally learned

In the performance, members use slides make the content and analysis clearerand more attractive

At class 12D1, students chose to make books and present four young heroes andheroines

Group 1: Trần Quốc Toản: A noble youth – proof that love for the country

comes with courage, not just age.

Trần Quốc Toản was a young nobleman during the Trần dynasty in the 13thcentury

At just 16, he couldn't attend a royal meeting, so he gathered his own troops andjoined the fight against the Mongol invaders

He represents youthful bravery and patriotic passion from a royal background

Group 2: Bế Văn Đàn: A rural hero – proving that deep love for the homeland

lives in the simplest of people.

Bế Văn Đàn was born into a poor ethnic minority family in Cao Bằng Province

He became a soldier during the war against the French, and sacrificed himself byturning his back into a gun rest for his comrade

His humble background shows that true heroism and patriotism come from theheart, not wealth or status

Group 3: Võ Thị Sáu : A fearless girl – proving that patriotism knows no

Group 4: Lý Tự Trọng: An educated fighter – showing that knowledge and

ideals can light the flame of patriotism.

Lý Tự Trọng was born into a patriotic intellectual family living in exile inThailand

He returned to Vietnam as a teenager and was executed at 17 for hisrevolutionary speech supporting national independence

He stands as a symbol of educated youth willing to die for freedom

Picture 2: Students are introducing the book about Tran Quoc Toan

- Stage 6: Evaluating, collecting experience from project implementation.

After the presentations, the class moved to a reflective and evaluative andcollecting experience stage The purpose of this stage was to help studentsconsolidate what they had learned, connect emotionally with the values conveyed in

the stories, and evaluate their own learning process.

1 Reflection

Each student completed a short reflection form answering guiding questionssuch as:

- “What inspired you most about the hero you studied?”

- “How does this story affect the way you view your role as a young Vietnamesecitizen?”

- “What values or lessons will you remember from this project?”

In group discussions, students were invited to compare the heroic youth with thelegendary figures they had studied earlier such as Đang Thuy Tram in lesson Getting

started, Vo Nguyen Giap in the lesson speaking and writing, recognizing thatpatriotism can be expressed at any age, in many forms.

The teacher encouraged open sharing and praised students who showed genuineemotion or personal insights, emphasizing that emotional connection is as important

as academic achievement

2 Evaluation

The teacher encourages students to share their books with other classes ordisplay them in the school library and wrap up by emphasizing the importance ofknowing and honoring national heroes and heroines and gave general assessment towhole class

Advantages:

+ Most student groups showed clear effort and responsibility in researchingyoung Vietnamese heroes Although they felt confused at first, they quickly adaptedand used online sources effectively to gather historical information

+ Students applied their ICT skills to design visually appealing mini-books andposters using PowerPoint, Canva, or Ms Word, adding images, quotes, timelines,and meaningful symbols to support the content

+ The majority of groups demonstrated strong collaboration, with memberstaking on specific roles such as writing, editing, designing, and presenting

+ Many students expressed their ideas fluently in English and showed genuineemotional connection to the figures they studied The most impressive performanceswere observed in Group 2 and Group 4

1 Individual Research Product (Short biography – written task)

- Students whose biographies were selected for group presentation couldreceive up to 4 points, depending on content accuracy, structure, and originality

- Other students received up to 3 points, based on the quality and effort of theirindividual work

2 Group’s assessment for member’s devotion

- Evaluated basing on each member devotion for group product andperformance All members of the group will be assessed and assess their duty thatwere given.

- Each student could receive up to 3 points, using criteria outlined in Appendix 1.1.

3 Group Final Product and Presentation

- The group as a whole was assessed on design, language, creativity, teamwork,and message

- Each group presentation was given a score out of 3 points, according to

Picture 3: Some books made by classes

2 Project 2: “A Treasure Trove of Vietnamese Heritage”- Unit 2: A multicultural world

Following the successful implementation of Project 1, which helped studentsexplore the spirit of patriotism through the lives of heroic individuals, Project 2

integrated into Unit 2 – A Multicultural World was developed as a natural

continuation This time, the focus shifted from individual heroes to collectivenational values and cultural heritage, reinforcing the idea that Vietnamese identity isnot only preserved through people, but also through traditions, customs, andhistorical landmarks

- Stage 1: Building project ideas, defining the purpose of the project.

Building Project Ideas

Project Title: “A Treasure Trove of Vietnamese Heritage”

This project is designed based on the content of Unit 2: Cultural Diversity in

the English 12 – Global Success curriculum Students will explore and present theunique traditional cultural values of Vietnam, thereby fostering national pride andraising awareness of cultural preservation in the context of globalization

Determining the Aims and Objectives of the Project

The project aims to simultaneously develop students’ language competenciesand patriotic character through research, collaboration, and English-basedpresentations

Specifically, students are expected to achieve the following:

- Cultivate a sense of appreciation and pride in the national cultural heritage

- Enhance the sense of responsibility in preserving and promoting Vietnameseculture to international friends

- Foster active and positive attitudes toward learning and communicating inEnglish

Contribution to Teaching Innovation

The project not only benefits students but also creates opportunities for teachers

to share experiences and strengthen collaboration within professional groups Itcontributes to the innovation of teaching organization, teaching methodology, aswell as assessment methods in line with the competency-based and character-oriented approach

- Stage 2: Building plan- The process of carrying out the project

Step 1: Start project

Photos illustrati

ng the activities

“A Treasure Trove of Vietnamese Heritage”

- Teacher guides students to some cues toimplement the project

Appendix3

Dividing

- Teacher divides class in to 4 groups

- Teacher assigns tasks to each group tochoose

Group1: A festivalGroup 2: A traditional costumeGroup 3: A traditional dish/cuisineGroup 4: A traditional art

Every member has to search and choose avalue of Vietnamese heritage Then, themembers of the group have a meeting anddecide which is the most suitable to perform

in front of the class

- Teams select team leader and secretary;

assign tasks to each team member

Appendix3

* Step 2: Implementing the project

Photos illustrating the activities

Searching and

submitting 7 days

Searching and collecting information

Handing in slides/films to the leaders ofgroup

- Members choose the best one to perform

- Prepare for the 5’ presentation in front of

Appendix3

- Teachers and judges scored each group.

Step 3: Performing the product

23 minutes

Photos illustrating the activities

- All group members have to represent

in front of class what they undertake toreport the product

-Teacher and judges appreciate theproducts

5’ - The teacher suggests that students

discuss and contribute to the project Appendix 3

Learning

from

experience

4’ - Teacher draws experience from projectfor students on the project

implementation process, encourages

Appendix 3

students to develop the next direction ofproject-based teaching.

During the implementation of the project, it is necessary to regularly checkand adjust the plan in each stage of the project to successfully implement theproject

Picture 4: Enjoying Bun cha (at a restaurant in a play by students)

- Stage 3: Product orientation.

1 Profiles of each group

- Instruction form for implementing project

- Project implementation plan

- Slides/ films/ videos by groups

- A summary of personal assessment

2 Presentations of the groups

3 Films or slides about the content of traditional values

- Stage 4: Searching and preparation for the presentation

At this stage, students began producing their final project products based on theirgroup discussions and individual research The product included short introductionabout the heritage the group chose

Students used a variety of formats such as handmade booklets, digital slides, orposter boards or even on-site demonstration They were encouraged to includevisuals, design elements, and quotations to make the content engaging and easy tofollow This stage created a meaningful opportunity for students to use Englishpurposefully, work collaboratively, and most importantly, internalize nationalvalues

- Stage 5: Introducing the heritage

After finalizing their products, each group assigned presenters to introduce theirwork in front of the class Each group focused on a specific aspect of Vietnameseculture At the class 12D1, they chose four values as follow:

Group 1 – Vietnamese Lunar New Year (Tết)

Two students represent traditional festivals, Group 1 focused on Tet, the mostimportant and culturally significant celebration in Vietnam The group introduced:+ The origin and meaning of Tet

+ Traditional customs (visiting relatives, giving lucky money, decoratinghomes)

+ Symbolic dishes and activities

+ Cultural values such as family reunion, respect for ancestors, and newbeginnings

Their final product was canva slides containing a colorful video with narration,

visuals of Tet preparations, and a mini dramatization of New Year customs

Picture 5: Slides about Tet

Group 2 – Bún Chả (Grilled Pork with Noodles)

To represent Vietnamese cuisine, Group 2 selected Bún Chả, a beloved dishespecially known as Obama Bun Cha in Hanoi Their presentation included:

+ The ingredients and cooking process

+ The cultural meaning of food in daily Vietnamese life

+ International recognition (e.g the Obama-Anthony Bourdain meal)

+ Why Bún Chả represents simplicity, warmth, and hospitality

The group introduced the food in a play with the context in a restaurant Theyprepared carefully a digital flyer with pictures, a recipe, and fun facts, along with ashort video showing a local vendor

Group 3 – Áo Dài (Vietnamese Traditional Dress)

Highlighting Vietnamese clothing and national identity, Group 3 explored theelegance of Áo Dài Their project featured:

+ The history and evolution of Áo Dài

+ Its symbolic meaning: grace, modesty, and Vietnamese femininity

+ Áo Dài in education, weddings, and modern fashion

+ Their own reflections on wearing Áo Dài at school events

The final product included slides containing fashion-themed video, featuringgroup members modeling Áo Dài with narration

Group 4 – Water Puppetry (Múa Rối Nước)

Focusing on traditional performing arts, Group 4 chose múa rối nước – aniconic folk art from Northern Vietnam Their research and presentation covered:+ The origin and significance of water puppetry

+ The craftsmanship behind the puppets and stage

+ Common themes in the performances (village life, legends, agriculture)+ How this art preserves Vietnamese rural culture and collective memory

Picture 6: Videos and slides about Water puppetry

The group chose creative videos with voiceover, photos, and even hand-madepuppets for demonstration The class were attracted by puppet stage which seemedsimple but complex

Each group’s topic contributed to a comprehensive portrait of Vietnameseheritage, helping students not only use English in real-world contexts but alsodevelop deeper respect and love for their national culture

During the presentations, students not only provided factual information but alsoshared personal reflections on how these cultural elements made them feel proud to

be Vietnamese They expressed their admiration for the beauty, uniqueness, andmeaningful values embedded in Vietnamese traditions, as well as what theypersonally learned from the research and collaboration process

To make the content and analysis clearer and more engaging, group membersincorporated visual aids such as short films, pictures, and background music Thesemultimedia elements helped bring the heritage to life, making the performancesmore vivid, emotional, and memorable for the audience

- Stage 6: Evaluating, collecting experience from project implementation.

After the presentations, students entered the final stage: reflecting on theirlearning and evaluating the project’s outcomes This step aimed to deepen theirunderstanding of Vietnamese heritage and enhance self-awareness

* Reflection

Each student completed a short reflection form answering guiding questionssuch as:

- What aspect of Vietnamese heritage impressed you the most?

- How has this project changed your view of Vietnamese culture?

- What new skills or insights have you gained?

In groups, students shared thoughts on the cultural values conveyed through

topics like Ao Dai, Tet, Water Puppetry, and Bun Cha Many expressed pride in

Vietnamese traditions and the desire to preserve them

The teacher encouraged open discussion and praised personal reflections,emphasizing that emotional connection with one’s culture is a key learning outcome

* Evaluation

The teacher invited students to display their products in a classroom gallery orschool library Students were also encouraged to share their posters, videos, orbooklets with other classes

The teacher summarized key achievements and reinforced the importance ofunderstanding, appreciating, and promoting national heritage

* Assessment Criteria

Students were evaluated based on three components:

- Individual Research Task (4 points)

- Based on content accuracy, structure, and originality

- Group Contribution (3 points)

- Each member was assessed based on their assigned roles and teamworkperformance