bồi dưỡng học sinh giỏi tiếng anh thpt chuyên đề assessment and testing in EFL class at high school level

Last but not least, some suggestions are valuable for the teachers whodesire to use portfolio and project in their classrooms.PART II: DEVELOPMENT CHAPTER ONE: WRITING PORTFOLIO ASSESSME

PART I: INTRODUCTION

Over the recent decades, educators all over the world have become more and moreinterested in applying alternative assessment practices Other than traditional,standardized forms of testing such as multiple-choice, these innovative practices canproperly assess students’ growth and development at school Portfolio and project-basedassessment are two among such several authentic and non-traditional assessmenttechniques in education, which are particularly applicable to EFL classes

Despite the increasing popularity of using portfolio and project assessment toolsworldwide, learning English in Vietnam is still strongly examination-focused, especially

at high school level Examinations in English are largely grammar-based, testing thestudents' knowledge of grammatical structures and vocabulary The final score during asemester is generally the combination of the scores of two oral tests, two fifteen-minute-at-class written tests, two forty-five-minute-at-class written tests and one final semesterwritten examination For gifted English students, some speaking tests are often added inwhich the teacher normally asks students to give a small talk about one common topic

At the end of the 12th grade, another national paper exam will determine high schoolgraduation and the exam results will be used as the basis for university entranceadmission It cannot be denied that these traditional testing methods fail to take intoaccount students' growth and development as well as high-order skills required foruniversity-level study As a result, different assessment methods should be used instead

of relying solely on a test aimed at measuring past achievement and learning Other highquality assessment methods such as portfolio and project should be employed to promotestudents’ genuine improvement, which is especially important to English gifted students

As far as the writers are concerned, portfolio and project have been more and morewidely used at many language-specialized universities right at the first year; however,they are still “alien and complicated” methods to many high school teachers Within thelimited scope of the paper, the authors aim to introduce the application of these two newassessment methods in teaching writing paragraphs and speaking skill to English classes

at their own high school Following the review of definitions, advantages and challenges

of each method, useful procedures to apply both are attempted to put forward

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Additionally, authentic samples are attached to provide a more detailed insight into thereal application Last but not least, some suggestions are valuable for the teachers whodesire to use portfolio and project in their classrooms.

PART II: DEVELOPMENT

CHAPTER ONE: WRITING PORTFOLIO ASSESSMENT

1 Definition of portfolio assessment

Portfolios are at the forefront of alternative assessment approaches, noted Hamp-Lyons(1996) Hancock (1994) puts forward that a portfolio is defined as the collection of alearner’s work assembled for the purpose of determining how much has been learned (p.238) In other words, a portfolio is a purposive collection of student products to showboth the ability and the progress of a learner over a period of time (e.g a semester or anacademic calendar year)

Portfolio includes multiple samples of student achievement and his/her own reflectionabout his/her decision-making process for including such samples as an integral part ofthe portfolio (Baume, 2001)

It is worth mentioning that whereas a portfolio is a collection of a student assignmentsamples, portfolio assessment is the process of creating, collecting, and evaluatingcontents of the portfolio (Moya & O'Malley, 1994)

2 Procedure of portfolio assessment in teaching and learning EFL

The five stages of portfolio procedure are specified as follows

1 Planning: During this stage, teachers communicate to the students the purpose

of the portfolio and the assessment criteria Also, the organization and presentation ofmaterials as well as portfolio maintenance and storage are discussed

2 Collection: In the collection stage, students must decide the context and

contents of the portfolio to document their work and choose appropriate artifacts andproducts

3 Selection: The selection stage is a decision-making process in which collected

artifacts are stored and selected for inclusion in the portfolio

4 Reflection: Reflection stage is often considered the most important step in

portfolio development During the reflection process, students justify their selections,

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highlight important learning gains, explain relevant skills and knowledge, and identifyareas for improvement.

5 Connection: In the connection stage, students expand on their reflections to

connect acquired knowledge and skills gained from portfolio assessment with coursegoals and learning objectives

3 Writing portfolio

In writing, portfolio assessment is a technique to improve students' writing performance.Students are asked to choose their best pieces of writing to put in portfolio to submitassessment Students can also include those samples of writing that represent thedevelopment of writing process, including writing plan, different drafts, and evaluationsheets

The whole procedure of using portfolio assessment for writing skill is summarized in thediagram below:

Adopted portfolio procedure from the Training Material by MOET

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1 Write up first draft

2 Peer- review

3 Write second draft

4 Teacher’s feedback

5 Write final version

6 Students’

reflection

7 Teacher’s evaluation

8 Put all the stuffs in the portfolio

Repeat procedure for other pieces of writing

- Students reflect upon the portfolio

- Students select three final versions and their attached drafts, feedbacks, reflections for grading purpose

- Teacher’s evaluation for students’

In detail, the procedure is divided into three main steps as follows:

 Step 1: planning

In the first piloted-portfolio writing class, the teacher and the students discuss togetherabout the purpose of portfolio The aim of the portfolios is to help students identify theirstrengths and weaknesses, to show their progress overtime and also for grading purpose.Accordingly, the content of portfolios is also decided that include all the students’ stuffssuch as drafts, feedbacks, reflections, teacher’s evaluation sheets and final versions.However, at last, students would choose three final versions in their favor and theirattached teacher’s evaluation sheets and reflections for summative grading In theplanning stage, they also discuss about the criteria for evaluating portfolios

 Step 2: Collection and reflection up on individual writing tasks

In each next writing lesson, the teacher and the students deal with one writing task whichfollows the textbook or outside materials which are suitable for the lesson Studentsmight choose textbook-based topics or any other ones of their interests but suitable forthe topics given to write about After giving some necessary instructions, the teacherasked students to make the outline maybe individually or in groups, and then write thefirst draft After finishing the first drafts, students exchange their writings with their peers

and write comments on their peers’ first drafts based on the given Peer comment sheets The aim of Peer comment sheets is to help the students enhance their critical thinking

through making judgment on their peers’ writing pieces

At home, students have to rewrite their essays based on the peers’ comments and thenhand their second drafts to the teacher on a due day in the week The teacher, have to

revise all the writings using Teacher’s feedback The teacher’s feedback sheet is used as a

guideline for the teacher to make useful comments on students’ writings In the nextweek, the teacher returns feedbacks to the students, and the students have to write thefinal versions at home

Also, the students are asked to do self-reflection based on Student self-reflection sheet in

which they reveal their weak points as well as their strong points in their writing andwhat they hoped to improve in the next writing

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Then, the teacher will collect and evaluate all the students’ final versions based on the

Teacher’s evaluation sheet These evaluation sheets are very useful for the researcher in

comparing the results gained by students to explore whether they improved or not

The process continues being carried out in the next weeks All the drafts, peer commentsheets, teacher’s feedbacks, teacher’s evaluation sheets, students’ self-reflection sheetsand final versions are collected and put into a paper bag by the students

 Step 3: Reflection upon the whole portfolio, selection and evaluation

Then, the students are asked to do self-reflection upon their portfolios in which theyexpress what their favorite writing piece in their portfolios is and what writing piece they

are the most dissatisfied with, and state the reasons To do this, students use Portfolio

reflection sheet

Also, students are asked to select the necessary artifacts including three final versions andtheir attached drafts, peer review feedbacks, teacher’s comments, teacher’s evaluationsheets and self reflection sheets for grading aim They are reminded to select carefullyand thoughtfully based on what versions they find the best ones or the most meaningful

to them Then, students are asked to design the cover of their portfolios in their ownways

Finally, teacher collects and evaluated all the portfolios based on the Portfolio rubric.

4 Advantages of portfolio assessment

Portfolios offer a number of advantages to both teachers and learners

To teachers, Hedge (2000) states that portfolio assessment is seen as a morecomprehensive portrait of students’ writing ability than one essay composed underrestricted circumstances Thus, evaluating portfolios instead of only one impromptutimed writing sample of students will put teachers in a better position to makeinformed judgments about students’ writing ability To put it in another way, byemploying portfolio assessment in addition to standardized testing, foreign languageteachers can understand their students’ strengths and weaknesses thoroughly, wroteShohamy (1992)

As regards students, they benefit the most when they receive feedback while they are stillworking on a paper rather than after the paper has been graded Portfolios can encourage

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students to be independent learners, taking responsibility for their own learning Studentshave to review their writing and decide which pieces they will present to their teachersand/or what they would like teachers to see in that writing” (p 109) Hirvela and Pierson(2000) In addition, the application of portfolio assessment enhances students’ skills inorganization and development, as well as group work through peer-comment

In brief, portfolio assessment can arouse students’ learning motivation and facilitatestudents’ learning process as well as offer teachers a more accurate reflection of students’learning

5 Challenges of portfolio assessment

Brown and Hudson (1998) itemized the challenges of using portfolios under fivecategories that can influence portfolio implementation: design decision, logistics,interpretation, reliability and validity

Design decision issues are related to content of the portfolio and its grading criteria Theissues about who will decide upon the content and who will specify the purposes are themost challenging issues for the teachers who implement portfolio in their classrooms Atthe beginning of the term teacher must decide what to put into the portfolio and how toevaluate them If the teacher does not make decisions about these issues, it cannot bepossible to prepare grading criteria According to Hamp-Lyons & Condon (1993),establishment of grading criteria is also a critical issue, since it has been found thatportfolio readers often lack explicit criteria and standards to measure portfolios

Another main concern about portfolios is dealing with logical issues such as lack of timeand increased paper load and workload Bushman et al (1995) delineates that timemanagement is the biggest challenge of portfolio assessment Teachers help students todevelop their portfolios in their planning, collecting, editing and revising stages Student– teacher dialogue during the portfolio implementation process increases the amount oftime and effort used by the teachers while developing this process

Setting standards in grading, ensuring fairness to students and training teachers to makefair evaluations are interpretation issues challenging portfolio implementation Gottlieb(2000) believes that teachers need sustained professional development to supportportfolio implementation Guiding and evaluating students in portfolio assessment is not

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an easy job and it is claimed that teachers need professional assistance on how to guideand evaluate students in this process

Another criticism surrounding portfolio assessment is the issue of reliability and validity.According to O’Malley et al (1994) there might be a possibility of subjectivity and lack

of consensus with other teachers because portfolio assessment relies on teacherjudgments to produce a score Without reliability while producing the same score withdifferent raters, there might be concerns about inconsistent rating in portfolio assessment

If an assessment system is not reliable, it is not also valid Validity is about determininghow adequately portfolios exemplify students‟ work, development and abilities, andwhether portfolio purposes and the decisions made according to these purposes match(Brown & Hudson, 1998) Dealing with these challenges is not easy for teachers andrequires commitment Despite these challenges, it is important to ensure the balancebetween the benefits and challenges of portfolio implementation with a careful designand clear guidelines for the contents of the portfolios

6 Authentic sample

10th grade gifted students were asked to write paragraphs of different genres (i.e.description, advantages and disadvantages, cause-and-effect, comparison and contrast)during the term The students completed the writing plan for the topics they choose andwrite their first drafts at class, which were then commented by their peers at home on thepeer-comment worksheet The next day, at class, the students wrote the second draftsbased on their peer comments All the second drafts were submitted to the teacher whowill further commented before they wrote the final drafts (version 3) It is noteworthythat the teacher signed at the end of the first and second draft to minimize any chances ofcheating In short, the portfolio project required that students write paragraphs ofdifferent genres They revisited, reflected on and revised the paragraphs in response

to peer and teacher feedback during the term For each genre, the students collected allthe related papers in one entry, including the writing plan, first draft, second drafts, finaldrafts, peer-comment worksheet It should be noted that the student’s reflection on eachentry and the whole portfolio were eliminated in the writer’s classroom It was her ownthought that the reflection seemed to be too demanding concerning her students’ level

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The score of each entry was decided upon that of the final version based on the guidelinesfor the national high school examination suggested by the Ministry of Education andTraining in 2014 The students were required to select three best entries for summativegrading The portfolio score of the students was the average of scores on those threeentries.

The writing forms utilized in the portfolio was adapted from the portfolio model byEnglish Teacher Education Faculty, University of Languages and International Studies,Vietnam National University Minus points were given to the lack of any necessarycomponents in each entry, i.e without peer comment or writing plan, one minus point;without one of the three versions, three minus points; without the teacher’s signature, twominus points

On the next pages of the paper comes one authentic writing portfolio entry from onestudent in which the teacher also gave comments and mark as well

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PARAGRAPH SCORING BY MOET (2014)

- Câu đề dẫn chủ đề mạch lạc (Câu chủ đề (Topic sentence) nêu ý chính của đoạn văn

- Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài

- Có thể có câu kết luận (Concluding sentence) tóm tắt ý chính của đoạn văn, hoặc đưa ra một gợi ý, một quan điểm hay một dự đoán

- Phát triển ý có trình tự logic

- Có dẫn chứng, ví dụ, … đủ để bảo vệ ý kiến của mình (Nêu được những lý do về lương, điều kiện làm việc, khả năng của bàn thân, cơ hội cống hiến, đóng góp hoặc những thuận lợi khác mà công việc mang lại cho mình.)

- Sử dụng ngôn từ phù hợp nội dung

- Sử dụng ngôn từ đúng văn phong/thể loại

- Sử dụng từ nối các ý cho bài viết uyển chuyển

+ Cùng một lỗi chính tả lặp lại chỉ tính là một lỗi

- Sử dụng đúng thời, thể, cấu trúc câu đúng ngữ pháp

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CHAPTER TWO: PROJECT ASSESSMENT

1 Definition

Project-based learning is an instructional method with the center on the learner Instead offollowing a rigid lesson plan that instructs learners down a specific path of learningoutcomes and objectives, project-based learning (PBL) allows in-depth investigation of atopic under discussion Through PBL, learners have more autonomy over what theylearn, maintaining interest and motivating learners to take greater responsibility for theirlearning (Tassinari, 1996) PBL enables the expression of diversity in learners, such asinterest, abilities and learning styles

PBL is a teaching method aimed at solving problems in a collaborative environment over

an extended period of time PBL is a hands-on experience which starts from drivingquestions and problems that creates activities and leads to the meaningful product in theend

2 Procedure of project development

The four main steps of PBL are shown below:

Step 1: Starting the project

Step 2: Developing the project

Step 3: Reporting to the class

Step 4: Assessing the project

Adopted portfolio procedure from the Training Material by MOET

The following is the summary of the four project steps:

2.1 Starting the project: this stage involves selecting the topic that is of

interest and relevance to students The teacher can create guiding questions so thatstudents have an idea of what to do and are encouraged to study or develop

Students then establish the project outline and plan the method of

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development, the final outcomes and individual’s responsibilities The project should bechallenging and motivating such that students can develop and have the flexibility towork at their own level, while team members within the group offer advice andassistance This is an important feature as it contributes to a successful outcome.

2.2 Developing the project: this stage involves the research which is undertaken

by all group members either individually, in pairs, or as a group This should bedecided by the group before commencing the project Students search forinformation to answer their driven question, note down the results they achieve,any problems they encounter and ways to solve them This is an efficient processthat can be used to improve the project as it progresses

2.3 Reporting to the class: this stage involves presenting and receiving

feedback from other students on the progress of and improvements to the project Thesteps occurring throughout the project are assessed to make sure that studentscomprehend the problems and apply the skills and concepts necessary to completethe project

2.4 Assessing the project: the final product can be evaluated by an

individual student, students as a group, a teacher or external audience This stage allowsstudents to apply and present what they have learned

3 Assessment of project

Assessment of PBL can be difficult and challenging compared to the assessment oftraditional learning Students in PBL are assessed by various means such as “traditionalpaper-and-pen tests to new modes of assessment: case-based assessment, self and peerassessment, performance-based assessment and portfolio assessment” However, thereare some arguments that standardized tests are inappropriate to evaluate students’learning outcomes in PBL

In disciplines rather than language teaching, various assessment practices can beintegrated For example, homework assignments, laboratory exercises, final projectpapers and presentations can be employed to measure learning outcomes, whileimplementation evaluation, informal evaluation and project papers are used to assessscientific process learning outcomes In addition, assessing the overall outcomes of

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students can be done through a peer review form, a faculty review panel, a final researchpresentation and a final paper.

In language teaching, students in PBL use real communication, authentic language andlearning experiences to achieve their learning goals Therefore, performance assessmentsare crucial in PBL as they allow a variety of assessments to evaluate students’ process oflearning and tasks The accuracy of grammatical and linguistic structures of targetlanguage should not be the only focus of PBL assessment The principal way forassessing project work is evaluating what students learn, the processes and efforts thatlead to the final production and what the learning outcomes are Therefore, multiple types

of formative and summative assessment should be integrated as a part of an effectiveassessment program

Assessment of problem-based learning:

Much of learning that goes on during problem-based learning is more than just acompilation of facts As such, written examinations may not be an adequate measure ofstudent growth Requiring students to generate concept maps, in which they depict theirknowledge through the creation of identified node and links, may present another option

to determining their cognitive growth

Peer assessment

Because life outside the classroom usually requires working with others, peer assessment

is a viable option to measure student growth Providing students with an evaluation rubricoften helps guide the peer evaluation process This process also emphasizes thecooperative nature of the PBL environment

Self assessment

An important element of problem-based learning is to help students identify gaps in theirknowledge base in order for more meaningful learning to result Self assessment allowsstudents to think more carefully about what they know, what they do not know, and whatthey need to know to accomplish certain tasks

Facilitators/tutor assessment

The feedback provided by tutors should encourage the students to explore different ideas

It is important that facilitators not dominate the group, facilitate learning and exploration.Tutor assessment may consist of how successful individuals interacted with their groupand their cognitive growth

Oral presentations

Because so much of work life revolves around presenting ideas and results to peers, oralpresentations in problem-based learning provide students an opportunity to practice theircommunication skills Presenting findings to their group, the class, or even a real-lifeaudience can help strengthen these skills

Samples of student work in various media forms provide a tool to show achievement andgrowth This is a valuable way to collect and showcase authentic evidence of learning.

Rubrics

The most common assessment and evaluation tools used for collaborative learning areweb-based rubrics Most generate printable versions of the rubric Some have a rubriccalculator, allowing the teacher to select appropriate performance indicators and have agrade generated Developing meaningful rubrics can be a challenge Involving students inthe development of rubrics helps them with their thinking, creates buy-in on their part,and clarifies expectations all around

A rubric simply lists a set of criteria which define and describe the important components ofthe work being planned or evaluated A given criterion is then stated in several differentlevels of completion or competence, with a weighted score assigned to each level (0 beingthe lowest level)

4 Benefits of PBL in areas other than language learning

As a traditional textbook-driven approach does not engage students in the learningprocess in ways that PBL does (Markham et al., 2003), research has shown that thereare many benefits in implementing PBL in a variety of educational contexts as follows:

• Enhancing academic achievement and content knowledge relevant to the course

• Increasing autonomous learning

• Gaining important life skills

• Developing higher-order thinking skills

4.2 Increasing autonomous learning.

PBL offers students an opportunity to direct their own learning by setting their ownobjectives They acquire the knowledge of the targeted theme at their own pace and

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in their own time and they become more responsible in their learning to achieveeducation value from the outcome

4.3 Gaining important life skills.

PBL allows students to be actively involved in their own education throughprojects Students have opportunities to undertake field work, speak to experts, carry out

a variety of investigations and gather materials to develop the project When studentsenter the real world, knowledge construction and life skills are necessary (Markham, etal., 2003) PBL develops not only knowledge of the topic but also boosts “learner’sproblem-solving skills, research skills, collaboration and resource managementskills, negotiation, organisation and interpersonal relations” (Stanley, 2000, p.4)

4.4 Developing higher-order thinking skills.

Higher-order thinking skills are one of the main benefits of undertaking PBL;students develop skills in analysing and interpreting data and other cognitive processesthat lead to in-depth understanding (Curtis, 2002; McGrath, 2002-2003) Toaccomplish learning goals, students need to think, plan, analyse, research, developtechnology, learn inquiry skills and complete the process, and this leads to theproduction of high-quality outcomes

4.5 Increasing motivation.

As students choose their own project and set their own goals, they are aware thattheir work is valuable in answering the questions, solving the problems or beingbeneficial to the community They are personally involved in the project and arestimulated to work hard PBL builds intrinsic motivation and commitment that drivesstudents to be involved in a self-learning process in ways that are not possible intraditional methods of teaching and learning (Katz, 1994; Markham et al., 2003).Therefore, students are motivated as they develop a sense of ownership of the project(Dhieb-Henia, 1999)

From the number of benefits mentioned above, it is evident that the gains offer aperspective on the effectiveness of PBL in empowering students to take fullresponsibility for their learning PBL should be promoted in classrooms as it is a way toallow learners to achieve academic, content and other skills required to undertake

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the project In addition, PBL allows students to direct their own learning and buildsmotivation that drives students in the learning process This type of learning is related tothe current trend of teaching and learning in recent curricula, including that ofVietnam.

5 Challenges in implementing project-based learning

Although studies have shown that PBL allows students to understand and reflect onparticular learning areas, taking responsibility for their own learning with increasedachievement in their learning processes, performance skills and valuable outcomes, there are difficulties associated with PBL such as time-management, crafting questions, keeping focus and some concerns of teachers

5.1 Time-management.

According to a study of project-based learning by Gülbahar and Tinmaz (2006),students stated that it was difficult for them to manage the deadlines forsubmission of their work as they were overloaded during the semester and spentextensive time and effort on their own projects They also claimed that theycould not maintain their motivation level throughout the project

5.2 Crafting questions.

According to a study on integrating PBL into science classrooms (Marx,Blumenfeld, Krajcik & Soloway, as cited in Thomas, 2000), students had difficultycreating important scientific questions because their experience in and concept

of crafting questions was limited Additionally, analysing and assessing data anddeveloping reasons to support the data and the conclusions were mentioned asproblems

5.3 Keeping focus.

In a study of ESL students and their use of PBL (Beckett, Moulton & Holmes, ascited in Beckett & Slater, 2005), it was revealed that 57% of students felt that theproject work took their attention away from their learning As the students hadenrolled in an English language course, they expected English grammar andvocabulary which they believed could improve their language learning Theyfelt unhappy to produce non-linguistic assignments

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5.4 Concerns of teachers.

Teachers sometimes have difficulty selecting topics for the study thatmatch the curriculum plans to the needs of the students (Marx, Blumenfeld,Krajcik, and Soloway, as cited in Curtis, 2002) In addition, the same study foundthat time limitations can also be a problem with in-depth exploration ofprojects often requiring more time than expected Teachers were concernedregarding the role of the teacher in setting task requirements, scaffoldingactivities, creating rubrics, and assessing students’ projects Similarly, the study

of integrating PBL in social studies by Okolo and Ferretti (2001) found thatsome teachers are not well-practised in managing the goals and needs ofstudent groups engaging in individual learning activities, which can lead tochaotic and negative student behaviour

6 Authentic sample

The project was conducted in their own school by the writers last year with the aim ofraising their students’ awareness of protecting the environment of their hometown, NinhBinh In the project, the knowledge of many subjects were applied and shown in the shortdramas in English about the three kinds of serious pollution, namely soil, water and airpollution By working in groups, producing dramas, students explored the real life,considering the need for protecting the environment without the feeling of beingimposed

The project was carried out during 4 weeks with 4 official meetings In the first week,students were divided into different groups, find and select materials under the guidanceand counsel of the writers Students made plans in the form of mind map about causes,consequences and solutions to each kind of pollution which was later used for dramacontent in the following week The third week was spent on the completion of the dramaplans, the casting and the preparation for props All the dramas were played at class in thefourth week and assessed by the group members and the other groups Most studentsreported their improvement in studying skills and positive attitudes towards learning.They also expressed their desire to participate in the future projects

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The project was submitted to the Board of Examiners in the “Inter-subject TeachingContest” at national level in 2014 and was awarded the third prize On the next pages arethe lesson plan of the project in English and the details of the long project in Vietnamese,which the writers feel that will be easier to be followed.

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- collect and analyze information

- apply inter-subject knowledge

- group work, presentation and role-play

II Method: integrated, mainly communicative, role-play

III Teaching aids: projectors, pictures, handouts

- Guide Ss to discuss the project

“Problems of pollution in Ninh Binh now”, build up smaller topics

(tasks) which are 3 notable kinds ofpollution in Ninh Binh

- Group Ss and assign tasks based onthe same interests and equalityamong groups

Group 1: Air pollutionGroup 2: Water pollutionGroup 3: Soil pollution

- Supervise Ss to determine theoutline with 3 main parts – causes,consequences and solutions

- Acquiring knowledge about

“Project-based learning”

- Discuss smaller topics with T’sguide

- Determine the outline

- Vote for the group leader and dividetasks among group members

- Approve the time plan:

Duration: 4 weeksWeek 1: Research and collectinformation

Week 2: Analyze and processinformation, submit scenario

Week 3: Set the playWeek 4: Role-play

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- Provide Ss with some informationresources: library, Internet,observation in real life, interview…

- Approve checking criteria

- Check Ss’ information, givecomments

- Group members discuss, exchangecollected information and images

- Build up the outline in the form of amind-map about the causes,consequences and solutions to eachtype of pollution based on thecollected information (Appendix A)

- Setting scenario based the mind-map

- Approve with Ss checking criteria

- Plan the play

- Present the content of the play, givesome adjustments based on T’scomments and other groups’(Appendix B)

- Assign roles and prepare stageproperties

- Approve with T checking criteria

- Judge the role-play and mark

- Collect evaluation checklists

- Distribute the questionnaire on Ss’

attitudes towards project-basedlearning (Appendix D)

- Guide Ss some other forms ofproject-based learning

- Listen to T

- Complete the questionnaires

- Give comments on the further plan

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PHIẾU MÔ TẢ DỰ ÁN DẠY HỌC

1 Tên dự án dạy học: “Vận dụng kiến thức liên môn trong giờ học nói Tiếng Anh để

giáo dục cho học sinh về vấn đề ô nhiễm môi trường tại tỉnh nhà (Ninh Bình) hiện nay.”

2 Mục tiêu dạy học:

 Kiến thức:

Giúp học sinh vận dụng các vấn đề thực tế cuộc sống đã học ở các môn Vật lý, Địa lý,Sinh học, Công nghệ, Hóa học, GDCD và Tin học vào giờ học nói (Speaking) bài 10

Tiếng Anh 11 “Nature in danger” (tạm dịch Thiên nhiên gặp nguy hiểm) để nói (dưới

hình thức kịch) về nguyên nhân, hậu quả và giải pháp cho vấn đề bảo vệ môi trường tạiNinh Bình hiện nay Cụ thể kiến thức của các môn học sẽ đạt được trong dự án này là:

1 Vật lý - Điện và sử dụng điện trong đánh bắt cá

- Hiện tượng mao dẫn, thế năng, động năng dòng chảy của nước gây ra sự bào mòn đất

- Sóng âm và ô nhiễm tiếng ồn

2 Sinh học - Hệ sinh thái và mối tương quan giữa các loài

- Hô hấp ở động vật (các loài chim)

- Các nhân tố ảnh hưởng tới sinh trưởng và phát triển động vật (nước, không khí, đất)

- Thuốc kích thích tăng trưởng, thuốc trừ sâu tác động tới hóc môn thực vật

3 Hóa học - Thành phần hóa học của không khí bị ô nhiễm (khí CO2,

CH4, CO, NH3, SO2, HCl)

- Thành phần hóa học nước ô nhiễm (chất thải hữu cơ, các visinh vật gây bệnh, các chất dinh dưỡng thực vật, các hóachất hữu cơ tổng hợp, các hóa chất vô cơ, các chất phóng xạ,chất độc hóa học)

- Độc tố trong đất (thuốc trừ sâu, thuốc diệt cỏ, thuốc kíchthích tăng trưởng)

Địa lý - Vai trò của rừng đối với cuộc sống con người (nguồn gien

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quý giá (cung cấp lâm thổ sản; điều hòa lượng nước trên mặtđất; lá phổi xanh; chống xói mòn đất…)

- Vai trò của nước đối với sự sống trên trái đất, chu trình nướctrong tự nhiên

- Khí quyển, quá trình suy giảm tầng ôzôn, chất phóng xạ, hóachất

4 GDCD - Mỗi người phải có trách nhiệm bảo vệ môi trường chung, bảo

vệ môi trường chính là bảo vệ cuộc sống của chúng ta

5 Tin học - Cách sử dụng MS – Word

- Cách sử dụng các công cụ tìm kiếm trên mạngNgoài ra, học sinh sử dụng từ vựng Tiếng Anh liên quan đến chủ đề môi trường nóichung và ô nhiễm nói riêng trong sản phẩm kịch (role play) của mình

 Kĩ năng:

- Kỹ năng thu thập thông tin, quan sát và trình bày vấn đề

- Kĩ năng liên kết kiến thức giữa các phân môn

- Kỹ năng hoạt động nhóm

- Kỹ năng thuyết trình, đóng vai (role-play)

 Thái độ:

- Giáo dục học sinh bảo vệ môi trường, yêu thiên nhiên, yêu quê hương đất nước

- Rèn ý thức, tinh thần tham gia môn học

- Yêu thích môn Tiếng Anh cũng như các môn khoa học khác như: Vật lý, Hóa học, Địa

lý, Giáo dục công dân…

3 Đối tượng dạy học của dự án:

- Số lượng: 30

- Lớp: 11Tin

- Chương trình Tiếng Anh Cơ bản

Thuận lợi: Lực học của học sinh tương đối đồng đều, lớp học sôi nổi, phần lớn các em

thích tìm tòi, khám phá và yêu thích học môn Tiếng Anh

Khó khăn: Đây là lần đầu tiên các em học sinh được làm quen với phương pháp học tập

theo dự án, do đó các em vẫn còn bỡ ngỡ, thời gian đầu nhiều em vẫn chưa thực sự chủđộng trong công việc

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