SKKN an application of project based learning to develop the grade 10, 11 students’ speaking skills”

Questionnaires for teachers The survey to the teachers with nine questions was designed with two parts:Part 1 was the demographic information which contains the teacher’sgender, age, and

A INTRODUCTION

I Reasons for choosing the topic

English has become more and more important nowadays Owing to thispoint, teaching English faces the challenge of finding out the effective methods tosatisfy study and communication

One of the most updated types of approaches is Project - Based which seems

to satisfy at least three requirements of teaching language It promotes the eventualuses of the target language by emphasizing the real-world projects And the projectderived from the analysis of the learners’ needs increases learners’ interest andmotivation, (Brophy, 2004, as cited in Tsiplakides, 2009) Moreover, its resultcomes from the learners’ experience during their performance of the projects

II Research purpose and objectives

This study is carried out to meet the following aims:

1 To experiment the applicability of project- based learning in developing grade 10,11 students’ speaking skills

2 To measure the impact of project- based learning on grade 10, 11

students’ speaking skills

III Research questions

1 To what extent does project- based learning help grade 10, 11 students to develop their speaking skill?

2 How applicable is project- based learning in the high school context?

3 What adaptations are needed to make project- based learning more

practical in the high school context?

IV Research Methodology

This section presents the research design as well as research method, datacollection and data analysis The research context with an overview of Kim Lienhigh school, the syllabus, the current teaching and learning situation arementioned The research approach and method of data analysis are presented later

on to provide how to deal with the research questions and reach the solutions

1 An overview of the research site

Now I am a teacher of English in a local high school where the average level

of English of students lies in the low standard and the facilities of both teachingand learning are under a lot of difficulties That is an obstacle for the teachers toadapt this approach to teaching The students do not have enough necessary

knowledge to perform their projects as well as the other facilities such as time, theconditions of learning and the cost of living.

2 Research design

Questionnaires were administered to collect the data about the students’preferred techniques and methods and teachers’ opinions of the situation Thesedata were used as the basis for proposing effective techniques and activities forteaching speaking to the students at the school

3 Research method

To carry out the study, quantitative and qualitative methods were mainlyused The data collected for the study come from two sources: the grade10,11students and the teachers of English from Kim Lien high school

The quantitative method with survey questionnaires, two for students and post-questionnaire) and one for the teachers, were used to gather informationand evidence for the study In addition, to make the data collected more reliableand authentic, the qualitative method was applied with class observation All thecomments, remarks, recommendations and conclusion provided in the study werebased on the data analysis of the study

(pre-4 Participants

The participants in the survey questionnaires were 120 students of 3 classeswhich were selected randomly from the classes of grade 10 ,11from Kim Lien highschool and 5 teachers were selected to get the objective data.These teachers havehad many years of teaching All the participants took part in the survey byresponding to the three kinds of questionnaires, two for the students and one forthe teachers

5 Data collection instruments

Questionnaires and class observation as the main tools for collectinginformation are used

Part 2 was designed to elicit the students’ opinions of their motivation andattitude in learning speaking English

Part 3 collected some information relating to factors affecting their workingtime in English speaking class

5.1.1.2 Post-task questionnaire

The post-task questionnaire consists of 9 questions which are divided into 3parts:

Part 1 was about the students’ personal information

Part 2 was about the students’ motivation changes after applying newproject- based learning in speaking English

Part 3 was aimed at collecting information about teachers’ applyingactivities in teaching speaking English and the changes in students’ learning

5.1.2 Questionnaires for teachers

The survey to the teachers with nine questions was designed with two parts:Part 1 was the demographic information which contains the teacher’sgender, age, and the number of years they have been teaching English

Part 2 was about what problems teachers are often faced with in teachingspeaking English, what they had done to increase the students’ motivation inEnglish speaking classroom, their beliefs in using project - based learning inteaching English speaking

5.2 Class observation

The researcher carried out the classroom by visiting 3 classes and recordingall activities taking place in each class: the teacher’s questions and explanations,the students’ presentation, the presentation of the teachers in the class Theobservation checklists for communicative groups were made and after the class,the elements in the checklist were given assessment The checklist includes sixcriteria:

6 Data collection procedures

First, the questionnaire for teachers was conducted to gather the informationabout teachers’ attitudes towards students’ motivation in speaking English;difficulties that the teachers have to face in teaching speaking; and techniques used

by the teachers in the English speaking classroom

And then the pre-task questionnaire was delivered to the students in theclasses where only a few teaching techniques are taken to measure the students’input motivation After collecting information from the students’ pre-taskquestionnaire and the teachers’ questionnaire, the teachers would be suggested toteach the students for a certain period of time with applying chosen project- basedapproach, and then post-task questionnaire was given to students’ to gatherinformation about the students’ motivation changes, students’ attitudes towards theactivities and PBL applied by both the students and the teachers

7 Summary

This section has presented the research site whose notable contextual feature

is that learning English is compulsory and students tend to put their focus ongrammar and vocabulary Besides the subjects of the study and the data collection,methods have also been discussed

B CONTENTS I/ SOLUTIONS TO THE PROBLEMS

In this assignment, I have reviewed the definition of project and based learning I also have had a close look at the characteristics of project-basedlearning Besides, the advantages and disadvantages of project-based learning arealso analyzed The project-based learning is relevant to my English teaching since

project-it helps prepare students for the way how to solve the problems they will do in thefuture, “students learn by doing, not just by listening to the teacher.”(Kolb, 2009cited in Tsiplakides, 2002).That is also the basis and the purpose of learningEnglish

1 Promoting the students internal factors

The main reason for the majority of the students to learn English speakingwas that they could pass the final exam Studying speaking English for the futurejob was what many students were concerned Some other students expressed theirwishes to study abroad, but this number was not too high A necessity forcommunicating with English speaking people was not regarded as their mainreason However, the lowest percentage of them stated that they learnt speakingEnglish for their interest or enjoyment Therefore, it was undeniable that the majorkind of motivation for the students to learn English speaking is instrumental notintegrative Thus, they are more extrinsically than intrinsically motivated.Nonetheless, many of the students have the combination of the two types,instrumental and integrative In general, students who possessed extrinsicmotivation often felt unwilling and forced to learn English while students withinstrumental and integrative orientation were quite eager to learn English.Therefore, in order to help students increase their motivation in learning Englishspeaking, the teachers should know their students’ interest and expectation inlearning English Teachers should investigate what students want to see thatwhether their teaching methods and knowledge they applied are suitable for thestudents or not Secondly, most of the students learn English because it is acompulsory skill at school, therefore the teachers had better maintain the extrinsicand instrumental motivation and enhance the intrinsic one For the extrinsicallymotivated students, teachers should give them more tasks; require them to do moreexercises in order that they can get good results in their test and examination.Besides, teachers can enhance their intrinsic motivation by inserting Englishculture and custom in speaking lessons; arouse their love for English byconducting the lesson projects following the topics that they enjoy Forintrinsically motivated students, teachers can motivate them by varying activities,tasks and materials to increase their interest level Providing them with referencematerials and some websites in English on the Internet is a good way to encourage

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their love for English One more thing is that self-confidence determines theamount of effort and time the students will spend and the persistence they willdisplay in the process of learning, so it is important for the teachers to increase thestudents’ self-confidence in learning English speaking Teachers should makestudents believe that speaking English competence is changeable and controllable

as long as they exert enough effort in learning

2 Varying speaking activities

The teachers should stimulate the students to speak English by providingthem with a variety of ways to present Firstly, pair work and group work in PBLare thought to be very useful in speaking lessons Using pair work and group workhelps teachers reduce boredom and tiredness among students In the large classes,establishing routines of pair work and group work activities will make the teacherseasily control and motivate the students Each student has an opportunity to takepart in the PBL lesson and their mistakes can be corrected by other group members

or partners In multi level classes, when working in groups or pairs students canshare ideas and structures with others Besides, the teachers can help some studentsget out of silence in class by assigning roles to help them choose their managementresponsibilities when they work in groups Assigning different roles to all of thestudents in groups can help the teachers encourage the quieter students and provideall the students opportunities for balanced interaction and taking turns

Secondly, making full use of computer aids is what the teachers shouldconcern Computers help students overcome the difficulties to finish their projects.The teachers can use computers connected to the internet in any stage of thelesson; however, it is thought that computers bring the most beneficial if it is used

in PBL Visual aids such as music, pictures, and maps are believed to createenjoyable and motivating learning atmosphere when the students are taught withPBL Also, other activities such as discussions, interviews, and picturedescription should be introduced to the students so that they can perform theirpresentation in front of the class in an attractive way

3 Combining the textbook with relevant materials

Textbook is considered suitable, reasonable and authentic in the content andup-dated in information and added materials for teaching and learning arenecessary The teachers should deliver handouts or some photocopied papersbesides the textbook to help the students have more sources of information Theteachers can also ask the students to find out the information related to the lessonthrough other sources such as newspapers, the Internet

4 Setting up co-operative atmosphere in class

A tense class atmosphere arouses the students’ anxiety that hinders thestudents’ motivation and effectiveness in learning speaking English while a co-operative classroom atmosphere facilitates the students to express their opinions

and make the students no longer feel embarrassed when they make mistakes.Teachers, thus, should build a warm environment in which teachers can have aclose relationship with the students.

5 Being enthusiastic, tolerant, helpful, creative and active

Teachers’ characteristics are decisive factors to help increase motivation It

is teachers’ helpfulness; friendliness and enthusiasm that cause students to growfond of learning Besides, teacher’s tolerance also makes students feel warm intheir heart, which help reduce stress Moreover, teacher’s creativeness andactiveness is one factor that can help the students succeed in the speaking project.Creative and active teachers always have vivid and impressive knowledge that aidsall students in speaking lessons

6 Aware of and satisfy students’ interest and desires

Although the teachers had made a great effort to create the students’motivation, many students were de-motivated to speak because of differencesbetween the teaching methods and students’ expectations Thus, an investigation ofstudents’ interest and expectations should be carried out at the beginning of theterm to see if their teaching methods and attitude are preferable to their students ornot This serves as the basis for the teachers to select interesting, especially suitableteaching methods for their students

7 Helping the students improve their knowledge of grammar and enrich their vocabulary

From the findings we know that the majority of the students found it hard tocarry on their speaking tasks because of their poor vocabulary and structures Thus,the teachers should create a competitive atmosphere for the students to memorizenew words and structures in a logical way A careful and regular check on themshould be conducted in a variety of ways such as in both oral and written forms,through games and puzzles Equally important, added and extra materials aresometimes beneficial In addition to the exercises in the textbooks, the teachersshould provide students with photocopied papers to practise and check vocabularyand grammar, which arouses their interest and excitement

8 Recognizing the potential value of available facilities of the school and the Internet

Most teachers and students are facing the poor facilities in both teaching andlearning The lessons taught with PBL without assistance from facilities sometimeslead to boringness Because of this, teachers and students should take fulladvantage of the available facilities of the school and overcome obstacles anddifficulties with speaking in poor facility environment For example, through acassette player, students can express their ideas with some songs or pieces of news

or through a projector, teachers and students can make the lesson more interestingand attractive with lively pictures and video clips in their presentation Because the

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school does not have language labs and cannot provide students with the Internet atthe school library, teachers can help the students with guiding them how to use theInternet in their free time and provide them with useful Website addresses for theirstudy First, teachers let students find interesting authentic materials on theInternet, in the form of news, weather reports, songs in English, sport reports and

so on These texts consist of varied grammatical structures and wide-rangingvocabulary which students can read or hear in the context Teachers, then, cancheck up again by giving students tasks based on finding particular information onthe Internet Besides, there are now many Websites that teach students speakingand especially pronunciation

II/ THEORETICAL BACKGROUND:

* Approaches to language teaching

Language teaching has a long, fascinating but rather tortuous history, inwhich a debate on teaching methods has evolved particularly over the last hundredyears The names of many of the methods (Grammar-translation Method, DirectMethod, Audio-lingual Method, Communicative Teaching Method, etc) arefamiliar enough, yet the methods are not easy to grasp in practice because amethod, however ill-defined it may be, is more than a single strategy or a particulartechnique As a part of language teaching theories, these methods are derivedpartly from social, economic, political, or educational circumstances, partly fromtheoretical consideration (new changes in language theories and in newpsychological perspective on language learning), partly from practical experience,intuition, and inventiveness Therefore, to some extent, they represent acombination of language teaching beliefs, but it is evident that they arecharacterized by the over-emphasis on single aspects as the central issue oflanguage teaching and learning

PBL refers to an approach based on conducting a project as the core unit ofplanning and instruction in language teaching, (Bullent Alan & Fredricka L.Stoller,

2005, p11) And it provides a structured framework for both instruction andassessment Students are more likely to develop intrinsic motivation in a Project-Based approach and it enables teachers to see if students are developing the ability

to communicate in language learning

Since the students from high schools hope to be able to speak and deal withthe real situations in their life in English relating to their interests of drawing,

watching videos, listening to songs It is believed that a Project - Based Learning

in each unit is the most appropriate for these students than other types As a result,only the Project - Based Learning is discussed in detail in the following section

1 What is Project-Based Learning?

It should be noted that most good studies starting by defining their termsand a study on “Project-Based Learning” seem to require a definition of “Project”

as a priority

Many definitions of project have been offered in the literature by theresearchers from different research perspectives The concept has been associatedwith real world activities, focusing on meaning and form, coming to thecomprehensive definitions In the following, the definitions are selected to indicatethe changes in people’s conception about projects or project-based language teaching

Bruner (1973) noted that the basic ideas of project-based learning are based

on various socio-constructivist schools of thoughts and other modern instructionaltheories Thomas, Mergendoller, and Michaelson (1999) assumed that project-based learning was considered a set of pedagogies through social activities

A project goes beyond language, researching "the complex variables thatconstitute an online learning, playing, and socially conscious experience"according to a broadside of the Center for Research on Learning & Technology

As stated by David (2008, as cited in Tsiplakides (2009), the Project -Basedlearning is a process in which the students integrated language and otherarticulated skills in specific settings of language use beyond the subjects inclassrooms While these definitions vary somewhat, they all emphasize the factthat projects involve communicative language use in which the user's attention isfocused on the learner’s experiences through performing the project rather thangaining knowledge in a passive way according to the traditional school methods

To have an overall of the above definition, project-based learning is aprocess in which the students’ knowledge and understandings through learningactivities require a high level of involvement with meaningful activities

2 Characteristics of Project-Based Learning

A project - based lesson is based on project-based learning, an approachwhere learners carry out project such as solving a problem or planning an activity.The language learnt comes out of the linguistic demands of the activity Kolb(Kolb, 1984, cited in Tsiplakides, 2009) provided that a project - based lesson isstructured around the need that arises during the performance of a given project Inthe classroom, various elements of the project -based approach are applicable toactivities in other methodologies For example, learners can see a model of theactivity they are to do first, prepare a report on how they complete a project, andthe teacher can record this report and analyze it for further work The followings

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are the characteristics of project- based lesson that are emphasized by Tsiplakides (2009)

1 Project-based learning is potentially powerful and widely applicable

2 Suitable for learners of all ages and backgrounds

3 Addressing the crucial problem-directly by using active and real project aslearning activities

4 Ability to perform the instructional project is equivalent to the ability touse the language, so a functional ability should be a natural outcome of theinstructional experience

5 Project-based learning can be very effective when the learners are

engaged in relatively similar out-of-class activities (social or academic)

6 Project-based learning can be especially useful for learners who are notaccustomed to a more traditional type of classroom learning or who need to learncognitive, cultural, and life skills along with the language

3 Learning philosophy underlying project-based learning

Project-based learning gives the students opportunities to workindependently and realistically to have products These activities enable thestudents to explore and develop their ability by themselves in a certain context.When a student experiences a problem in a real context, they tend to recognize thevalue that they have overcome Thus, the students develop their life skills insociety as independent workers, critical thinkers, and lifelong learners Moreover,they learn the way how to solve the problems

Project-based learning, therefore, helps the students form the basic skills ofworking cooperatively with other people

4 Project-based learning in foreign language education

Learning a language requires a student to communicate with the otherpeople using the same language Thus, they take part in various real situations such

as designing investigations, making explanations, modeling, and presenting theirideas to others when they conduct a project One of the benefits of project-basedlearning is that students can more easily see the value and the meaning of the tasksand activities they perform

Either way, it’s hard for them to see the meaning in what they’re doing Butwhen they are involved in a investigation designed to answer a question that isimportant to them because they have a chance to practise language naturally, theycan see how a language can be spoken to solve important problems Clearly,Project-Based learning can meet this need when it is applied to a speaking lesson.(Krajcik, 1998)

5 How is a project-based lesson designed?

As mentioned in Tsiplakides (2009) cited Kriwas (1999) as finding thatconducting projects is involved in many activities following the stages that havebeen raised in his literature If a project is conveyed in organism and astructuralism, it must be easy to conduct For this reason, the teacher shouldpractise the stages as a guide to plan a better lesson plan following the project-based approach:

1 Stage 1: Speculation (Choosing the topic and sensation about it)

2 Stage 2: Designing the project activities (formatting of groups,

assignment of roles, methodology, sources of information, activities)

3 Stage 3: Conducting the project activities (performing the group’sactivities relating to cooperation If necessary, the teacher’s or the others’assistance will be provided)

4 Stage 4: Evaluation (assessing the activities from the students includes theteacher’s evaluation and the student’s self-evaluation)

6 Applying techniques and activities of PBA

Some techniques for developing speaking skill:

Encouraging students to work in pairs, groups and work individually

Combining textbooks with relevant materials

Giving feedback regularly by marking and giving comments on students’speaking

Creating co-operative atmosphere

Varying communicative activities

Encouraging the students to speak by suggested questions

III/ PRACTICAL BACKGROUND

Following is the treatment of all data collected from the surveyquestionnaires from 120 students and 5 teachers of English at Kim Lien highschool The analysis of the data is presented in four parts: The first and the secondparts are the results of the pre-treatment and post-treatment questionnaire forstudents The third is from the questionnaire for teachers Along with theinformation via survey questionnaires and information gained through some smalltalks , class observations were added to these main parts to assist the results

3.1 Results from students’ pre-task questionnaire

3.1.1 Students’ motivation and opinions of learning to speak English

Question 1: Could you give me the reason why you want to learn to speak English?

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Table 3.1: Types of motivation

It is a compulsory skill in learning English at high 64/120 53,3%school

You think it is necessary for your future job 105/120 87,5%

Table 3.1 reveals that English is necessary for the students’ future jobs andthe main reason for students’ studying English speaking The highest percentage(87,5%) of the students wanted to learn English because they thought that theywould need it to find a job and it would help them much in their future jobs Tocommunicate with foreigners was also the thing that most students (75%) areconcerned About 53,3% of the respondents answered that it is a compulsory skill

in learning English at high school The others (35,8%) wanted to learn Englishbecause they would like to know more about the world Clearly, most of thestudents knew the role of English in modern life when foreign language wasconsidered the main means of communication and work in most of the countries inthe world The lowest percentage of the students affirmed they wanted to studyabroad in the future though so far they had not known whether they could achievetheir wishes or not; and that was the reason they tried to learn English

Question 2: How necessary is speaking skill to you?

As can be seen from Figure 3.1, the highest percentage of the respondents(35%) considered speaking skill very necessary to them while 27% stated it wasrather necessary 21% of the respondents mentioned speaking as normal Ingeneral, the necessity of English speaking was highly evaluated by a majority ofthe students Most of them were aware of the necessity of English in their study.12% of the students thought English speaking skill was a little necessary and therest of 5% considered English speaking not necessary at all It was, thus, theteacher’s role to find ways to stimulate the students to take part in the learning inthe class.

Question 3: How much are you fascinated in learning to speak English?

Figure 3.2 reveals that the majority of the students (26%) were quitefascinated in learning speaking 30 out of 120 students (25%) answered that theirfascination was normal This figure was a little higher than those with the high one(20%) For them, they learnt English because of the pressure from outside such asrequirement of the teachers and parents, the need for the exam not because oftheir willingness 18% of the students was very fascinated The lowest percentage

of the respondents (11%) affirmed their fascination was very low They were thestudents who had no passion in learning to speak English

very not at all fascinated

Figure 3.2: Students’ interest in learning English

Question 4: How often do you speak English in English class time?

The frequency of speaking English in class time also shows how much effortstudents wanted to master it Figure 3.3 represents that only 17% of therespondents spoke English willingly, only 22 out of 120 students were alwayswilling to speak English and 11% of the participants said that they usually spokeEnglish in class; whereas 33% rarely spoke it and 9% never spoke English in classexcept for the teacher’s requests Also, 30% of the students affirmed they likedspeaking but sometimes, they were not accustomed to speaking in class because oftheir shyness or worry about making mistakes In some small talks , some studentsstated that they wanted to speak English in class because it was the class time thatthey could train themselves and expressed their opinions in English Except that,

no environment was available for them In general, the time to speak English inclass was unequal among the students Therefore, what the teachers should do was

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how to use suitable methods

communicative environment for

to stimulate learners’ interest, how to create a the students to participate in speaking lesson

Figure 3.3: Students’ frequency of speaking English in class

time 3.1.2 Factors making students unwilling to speak English in

class

Question 5: What factors make you unwilling to speak in class?

Table 3.2: Factors making students unwilling to speak English in class

There are learners’ factors, teachers’ factors, teaching, and learningconditions that make learners unwilling to speak Here I only mention two factors:learners’ factors and teachers’ factors For students in the survey, the mostinfluential factor was the lack of vocabulary and structures 84 out of 120 students(70%) blamed their fear of speaking for lack of vocabulary and structures In thesmall talk with the researcher, some of the students stated: “I like speakingEnglish But I can’t find words and structures to express my ideas” Anothercomplained: “My English is not very good That is why I am not willing to speak

in class” The second factor was being afraid of losing faces 57,5% of therespondents affirmed that they wanted to speak in class, but they were alwaysafraid of making mistakes and losing faces The next one (55,8%) was boringteaching ways In fact, some of the teaching ways applied by the teachers at highschools were thought to be too boring and less interesting to the students In thiscase, the role of the teachers is to modify and bring to the class some other moreinteresting teaching methods and help bring inspiration to the students These

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teacher’s good behaviors with sense of humor; enthusiasm or tolerance in eachlesson would encourage them to speak more Moreover, some students claimedteacher’s bad pronunciation and poor background knowledge decreased their desire

of speaking English Others put the blame on teacher’s behavior and attitude thatdecided whether they were willing to speak or not In addition, unfamiliar topicswere an important factor 54,2% of the students showed that unfamiliar topics inthe text book made it impossible for them to feel interested in taking part in thespeaking lessons The smaller number of the students (48,3%) mentioned had thelimitation of communicative environment in the class rooms Clearly, studentssometimes did not speak up in class not because they lacked new vocabulary,expressions and structures but they had the habit of preferring listening tospeaking Some others thought they had better master the grammatical rules,remember as many structures as possible and have richer vocabulary Therefore,they could do well in the exam and get good marks

In short, there are a variety of factors that the students had to face Thesefactors came from students as well as teachers In order to be better in Englishspeaking activities in class, the changes need to be done between both teachers andstudents Teachers change teaching methods and students change the way they learn

3.1.3 Factors increasing students’ motivation in speaking English

Question 6: Which of the following factors stimulates you in speaking English in the classroom?

Table 3.3: Factors stimulating students to speak English

Opportunity for all students to speak out 37/120 30,8

It was interesting that the most influential factors in the students’ motivationwere the teachers’ teaching methods, which occupied 50,8% of the respondents.The keys to a successful speaking lesson were that all students participated in theactivities of the lesson; they could give their ideas to discuss with their classmates,ask and answer their own questions with the help from the teacher and betterstudents Teachers, as the guide , should avoid adopting a teacher-centeredauthoritarian posture She/he should keep asking questions, having studentsenthusiastically find out the answers and take part in the task completion Ranking

second was interesting topics in the textbook that held 49,2% of the respondents’ideas If the teachers appointed the students to talk about a boring topic, it wouldlead to boredom among students Teachers, therefore, should select interestingtopics in the textbook according to how well they engage the students inmeaningful and effective lessons rather than in the reluctant speaking practice.Interesting topics could be chosen based on not only the textbook but also thestudents’ interest Next, 39,2% perceived that various speaking activities highlyaffected their motivation and related to the inside and outside activities of the classsuch as pair work, group work, games, interviews, role play and so on Equallyimportant, a good-natured classroom also highly motivated students (38,3%).Theclass in which classmates helped each other; both weaker and better studentsshared ideas, vocabulary and structures; both teacher and students togetherdiscussed and solved the problems was the best environment for the students topractise speaking.

The opportunity for all students to speak out was the influential factor, too.The teacher could use new teaching methods to create an environment for allstudents to feel comfortable and self- confident to speak out their opinions.Students were willing to discuss and express their ideas with classmates and theirteacher

3.1.4 Activities used by teachers and students’ preference

Question 7: What do you think the teachers should do to motivate you to take part in speaking activities?

Table 3.4: What teachers do to motivate students to take

part in speaking activities

Encourage you with nice compliments and a 63/120 52,5

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students with nice compliments and a good feedback Teachers’ comments andfeedback in class were paid much attention from the students In general, moststudents hoped the teachers should be more flexible, tolerant, sensitive to makestudents confident in speaking lessons 46,7% students liked the teacher to giveinteresting topics, games and activities in speaking skill Games and variousactivities could help students reduce stress, feel funny and become more active inlearning In some small talks with some of the students; one student said: “In fact,

we are often pressured in speaking lesson I think communicative games can help.They help us reduce stress and make it easy to speak out” Teachers’ clearinstructions were quite important .46,7% of them complained about teachers’complicated questions; lengthy instructions and unsatisfactory explanations couldconfuse and sometimes made it impossible for them to understand the lesson 45%were concerned with how teachers were in the class The teachers should beenthusiastic, friendly and helpful

In conclusion, what the students wanted the teachers to do for them was tocreate a communicative environment, guide them clearly, behave in a friendly andhelpful way, give nice compliments on their speaking and a useful feedback

Question 8: Which activities do you enjoy in speaking lessons?

Table 3.5: Activities applied by the teachers and students’ preference

The activities applied by Students enjoying the the teachers (responded

activities

music, handouts, computers)

As can be seen from the table 3.5, the activities preferred by most studentswere pair work and group work and problem solving (76,7%), and Visual aids(pictures, maps, music, handouts, computers) (71,6%); Interviews (60%) Theexplanation for these could be that such activities were easy to prepare, speak up,and participated by many students and good ways for students to speak correctlybased on structures Also, from table 5, most students (76,7%, 71,6%, and 60%

respectively) stated that their teachers also often provided them with these activities inspeaking lessons Next, picture descriptions were enjoyed by many students (54,2%respectively) They said that these kinds of activities were not difficult to prepare,reasonable for their English proficiency level, quite interesting and provided themwith opportunities to express their own opinion Nevertheless, 50% claimed picturedescription was often given to them Role-play was sometimes preferred by theteachers (41,7% respectively) In fact, this activity could provide the students withgood chances to express their own ideas, make them more self-confident and requirethem to think deeply Yet these activities were rarely enjoyed by the students (29,1%)because most of them lacked vocabulary of English and social knowledge Moreover,the students also blamed for their low English proficiency that made it impossible forthem to feel self-confident enough to take part in these activities Games were enjoyed

by the students (40%) Students answered that they really enjoyed games in speakinglessons because taking part in games helped them reduce stress and motivate them toget involved in the tasks However, 48,3% of the students claimed their teachers usedgames in speaking lessons The reasons why teachers rarely used games in speakinglessons were that games needed much time and were not beneficial In fact, whenbeing asked about games in speaking lessons, most of the students in some small talkssupposed that games strongly attracted their intension, involvement, interest andmotivation in learning, however, games makes the lesson less focused by the students

In short, there were some speaking activities that were preferred by mostteachers and students such as question and answer exchange, interviews, picturedescription.However, there was a quite big gap between the ways the teachers haddone to motivate the students and how the students enjoyed as mentioned above.Teachers, thus, should realize and analyze students’ needs in order to guide andteach them in the suitable way

Question 9: How do you enjoy these following activities?

(On each row tick a, b, c, d or e for your choice)

Table 3.6: Activities enjoyed most by students Really enjoy Enjoy Don’t care Don’t enjoy Don’t really

enjoy Students % Students % Students % Students % Students %

Individual 8/120 6,7 9/120 7,5 5/120 4,2 92/120 76,7 6/120 5work

Pair work 18/120 15 84/120 70 7/120 5,8 11/120 9,2 0/120 0

work

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The table 3.6 shows that group work was preferred by most students 92,5% ofthe students enjoyed working in groups 47,5% of them felt really fond of doing this,and 45% said that they enjoyed group work activities in speaking lessons While only5% did not care and 2,5% were not fond of this activity The main reason for thiscould be that group work could promote learners’ responsibility and self-governing, italso had relationship with learner psychological factors such as lessening learners’anxiety, laziness and unfamiliarity with communicative lessons Ranking the secondwas pair work, which was preferred by 85% of the students, of which 15% reallyenjoyed it 5,8% and 9,2% were figures that showed the numbers of students did notcare or enjoy the activity, a little higher than those of group work Pair work wasconsidered the simplest form of group work because it included two people workingtogether Pair work was suitable for the students when they took part in question andanswer exchange activity, role-play… When students work in pairs, they seem toreduce anxiety and reluctance in speaking However, sharing ideas with otherclassmates could be limited The least favorable activity for those students wasindividual work Only 6,7% of the students showed their high interest in workingindividually 7,5% felt enjoyable, while 76,7% of them did not enjoy and 5% reallydon’t enjoy it As from what the researcher observed in class observations, it seemedthat only good students enjoyed working individually because they could talk moreand discuss more with the teachers In fact, individual work sometimes led toboredom or even tiredness among students, thus it decreased motivation For speakinglessons, not only teachers but also students enjoyed pair work and group work Somestudents, for instance, in the small talk stated that: “I enjoy working in groups because

my group members and I can share ideas and help to find structures” Or “Yes, ofcourse Pair work and group work are suitable and useful We can help each othercorrect mistakes and share ideas.”

3.2 Results from students’ post-task questionnaire

3.2.1 The changes of students’ motivation and attitude towards English speaking skill.

Question 1: Could you give me the reason why you want to learn to speak English?

Table 3.7: The changes of students’ motivation

Pre-task Post-task Pre-task Post-task

English at high schools

future job

To know more about the world 43 55 35,8 45,8

The majority of the students still confirmed that they learnt English speakingbecause it was necessary for their future job and there was also an increase in thenumber of students who wanted to communicate with foreigners (84,2%respectively) because of its necessity for their future job The number of therespondents who were quite interested in knowing more about the world increasedfrom 35,8% to 45,8% They felt like learning English speaking because of theirinterest in exploring the world The students who wanted to learn to speak Englishfor studying abroad considerably increased with 33,3% This shows that themotivation of the students has changed in a positive trend after the treatment

Question 2: How necessary is speaking skill to you?

After the treatment, the motivation of the students in speaking skill wasincreased to some extent The number of students considering speaking verynecessary increased from 35% to 40% while the number of students who thought

of speaking as normal reduced to 16% All of the students confirmed the crucialrole of speaking to their present study at high school as well as to their future jobs

Question 3: How much are you fascinated by learning to speak English?

There was no doubt that students’ fascination in learning English speakingwas changed considerably They were highly motivated in taking part in speakingactivities in class The number of students with very high fascination went up from18% to 30% Contrary to this, the number of the respondents with no passion wasdown to 6%, a decrease of 5% The students with quite high fascination were of20% up to 32%, and from 26% down to 17% were of the students who had littlefascination The researcher’ observation pointed out that students’ passion inEnglish speaking had been changed Most of the students were more eager to speak

Question 4: How often do you speak English in English class time?

It was clear that the frequency of the participation in speaking English inclass was changed much because of the increase in students’ interest The studentswho were always willing to speak increased from 20 to 38 people, an increase of19% (from 17% to 32%) The students who never spoke except when being asked

by teachers at that time reduced to 6% while the students who usually spokeincreased from 11% to 25% The changes also happened to the number of studentswho sometimes rarely spoke in class with a decrease of 12% (from 33% down to21%) The rest ones (45%) were of the students who sometimes took part in thetasks They seemed to be more frequent in speaking English They became thestudents who were of quite high interest and more willing to speak English

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Question 5: What factors make you unwilling to speak in class?

Table 3.8: The changes of the factors making students unwilling to speak

environment

structures

As we know there are many factors that affect students’ motivation inspeaking English Factually, both teachers and students did their best to solve theproblems They made much of their effort to co-operate with one another inEnglish speaking class A new method with various techniques and activities wereapplied by the teachers in order to make the students more motivated and active inEnglish speaking class But there was still one thing we could not deny that howhard teachers and students tried, there were still students unable to join inconducting the project lesson However, the figures shown in table 8 reveal that thenumber of reluctant speakers dramatically reduced after the treatment Before thetreatment, 57,5% of the students felt afraid of losing faces when speaking out.Only 42 out of 120 students thought that after the treatment And only a fewstudents felt reluctant because of unfamiliar topics or teachers’ teaching methods

3.2.2 Factors increasing students’ motivation in English speaking skill.

As illustrated in Figure chart 3.4 below, the majority of the students (64%)affirmed their English speaking skill improved much after the treatment Clearly,when teacher applied PBL to teaching speaking, teachers created various speakingactivities, used many useful techniques and behaved towards students in friendly andco-operative ways, making pleasant class atmosphere, emphasizing on fluency morethan accuracy and giving students opportunities to communicate with other students,therefore, If weaker students had more chances to speak up, they would exchangeinformation with the better ones, and the practising time for each student wouldincrease This was why more students felt interested and self-confident to speakEnglish in class (49%) They no longer find English so difficult and boring to learn(35%) And the figure of 24% of the students stated that their English knowledge waswidened a lot That was why 35% of the students always felt willing to express theiropinion in English speaking class In fact, most students seemed more eager to learn

and less stressed in speaking lessons English final exam was not a burden to most

of the students Students, then, learnt English in a more relaxing and pleasantenvironment

In conclusion, the more properly activities and techniques were applied , themore motivated and active students became in speaking class lessons

Figure 3.4: Students’ result after the treatment

A More self-confident and fascinated in speaking English

B English speaking skill has been improved

C English knowledge has been widened

D Learning to speak English well is not too difficult

E Willing to speak English in class

3.3 Results from teachers’ survey questionnaire

3.3.1 Problems teachers are often faced with in teaching speaking

English

Question 1: What problems are you facing when adopting PBL in teaching speaking English?

Table 3.9: Problems teacher faced in teaching English speaking

Students use Vietnamese in pair work and group work 4/5 80

From the Table 3.9, it is clear that problems teachers often face in teachingspeaking English are large-size classes, students’ low proficiency, lack of time,students’ using Vietnamese and lack of authentic materials All of the teacherscomplained that too many students in a speaking class caused many problems such as:

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noise, students’ laziness, teachers’ uncontrolled managements, lack of time for all groups

of students to practise etc Each class at Kim Lien high school consists of 40 students Next, all teachers responded that students’ low proficiency and limited time were also problems Most of the students were not good at or interested in English speaking That was because of their behavior in studying in the lower grades They only paid much attention to the main subjects which required much of their effort for their exam Factually, 40 students with low proficiency in 45-minute speaking class project brought a lot of challenges to teachers Teachers, therefore, were very difficult to apply PBL to speaking lessons As we learnt from the result of students’ survey questionnaire, some of the activities applied by teachers did not interest students at all That was because they were thought to be too difficult for the students with poor vocabulary and bad knowledge

of the language There was no better way than that the teachers should try their best to help the students solve their own problems It is teachers’ role to increase students’ motivation, enrich their vocabulary and enlarge their knowledge of English language One more problem that teachers found in teaching speaking was students’ using Vietnamese Whenever teachers assigned speaking projects, students immediately found ideas and showed opinions in their mother tongue They often asked the teachers to help them to transfer their thought into the target language The students said that: “They find expressing themselves in English more difficult than in Vietnamese and furthermore pair work and group work were a good chance for them to chat in Vietnamese They only used English when the teacher was with their group It was very difficult for the teacher

to control all groups in the big class The last thing that the teacher had to face was the school facilities Some facilities of the school seemed out of date, the others did not have enough for all the teachers and students in the school to use at the time The teachers sometimes did their best to design some authentic materials instead But not all of the teachers could do that frequently.

3.3.2 Teachers’ opinion towards students' motivation in speaking English

Question 2: What do you think of the necessity of speaking to your students?

Table 3.10: Teachers’ opinions towards students’

motivation in speaking English

Speaking helps students improve other language 5/5 100

skills and linguistic knowledge

Speaking can bring students enjoyment and pleasure 3/5 60

Speaking can help students build up other life skills 5/5 100

Students can communicate much through speaking 5/5 100

Others (please specify): …………

Table 3.10 revealed that all the teachers (100%) were aware of theimportance of speaking to the students in language learning All of them agreedthat speaking helped students to improve other language skills and languagelinguistic knowledge as well as could help them to communicate a lot And last butnot least the next in the thought of 5 teachers who affirmed the importance ofspeaking to students’ broadening knowledge As a matter of fact, 3 out of 5teachers thought that speaking could bring students enjoyment and pleasure.

3.3.3 Techniques and activities of PBL applied by teachers

Question 3: How often do you consider division of the classroom works, group- works…)

(pair-On being asked this question, most of the teachers smiled and complainedthat it was too difficult to do The class was quite big, so many students in theclassroom are in the difference of levels Three of them confirmed they neverthought of this Only one teacher usually considered level of students whenarranging group work And another teacher sometimes paid attention to this 4 out

of 5 teachers rarely took care of that issue However, if teacher applies realcommunicative project to speaking lessons in the classroom, the students must beseated in groups to work together in an effective way As we know, if the studentsare seated in randomly layout, the only result you are going to get is finishing thespeaking project in time Rearranging the students in groups is not always easy, but

it is worth the effort The students will help you

Question 4: What do you often do to create close relationship with your students to help them speak English better? (You can have one more choice)

Table 3.11: Teachers’ opinions in creating good relationship with students

Sitting at the teacher’s desk to watch the whole class 2/5 40

Standing at the front of the class near the black board 3/5 60

Standing close to the students who tend to speak much 0/5 0

All of the teachers expressed that they always behaved students in a friendlyway For them, letting students have close relationship with teachers would motivatetheir students in speaking projects 80% of the teachers said that they often walkedaround the classroom to give the students some help when necessary Especially, inpair or group work time, students’ ideas might not be accepted by group members,teachers’ timely and appropriate suggestions would enhance students’ motivation.Besides, two of the teachers affirmed that they could control the class better if they

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were at teachers’ desk or in front of the class near the blackboard When they were atthese places, they could see all the students clearly and know what they were doing,even talking or doing private things And it was not surprising that the last thing,namely, standing near the students who spoke a lot, was not chosen by any teacher.

In short, to create good relationship with the students to make studentsinterested in speaking, different ways were exploited by different teachers Thefrequency of using these depended much on teachers’ characteristics Moreover,the teachers who should be instructors during the students’ speaking projects aidthem a lot if they may need any help

Question 5: How tolerant are you when your students keep making mistakes?

a Very tolerant (silent until they finish their task, smile and help themrealize and correct the mistakes)- (22%)

b Tolerant (silent but not willing enough to smile and supportive) - (22%)

c A bit tolerant- (35,3%)

d Impatient - (11%)

e Pay no attention to their mistakes -0

From the above list, the largest number of the teachers (35,3%) was a bittolerant when their students kept making mistakes They simply stopped them andcorrected students’ mistakes when the speech was in progress 11% were notpatient enough and got angry with their students about mistakes Being verytolerant and tolerant occupied 44% (22% for each) Paying no attention to students’mistakes was not chosen by any teacher It means that the teachers either stoppedthe students suddenly and corrected their mistakes or kept silent until studentsfinished and helped them correct the mistakes

In summary, accuracy, not fluency was still the focus of most teachers inteaching speaking English Therefore, their teaching methods used in class seemednot to be appropriate to create student motivation As a result, they did not getsuccess in improving students’ communicative ability

Question 6: Which of the following techniques do you use to help your students to be more active and interested in speaking lessons? (You can have one more choice)

Table 3.12: Techniques used by teachers to make students more active and interested in speaking lessons

Giving feedback regularly by checklists and rubrics and 4/5 80giving comments on students’ presentation

Creating the co-operative atmosphere 4/5 80

In order to make students more active and interested in speaking English inclass, most teachers chose to give feedback regularly by checklists, rubrics andgive comments on students’ speaking Checklists and rubrics were sometimesconsidered students’ comments and evaluation towards students’ contribution andeffort in learning Giving comments timely would motivate and encouragestudents The next one was the co-operative atmosphere that would happenbetween teachers and students and among students It was clear that teachers’modifying the topics of speaking lessons would make students feel less bored andtense ,so the co-operative atmosphere played an important role in speaking lesson

Of the three, reward and punish policy was not preferred Many teachersstated that increasing students’ intrinsic motivation would never happen if theyrewarded and punished students because this technique could cause tension tothem The most highly appreciated thing was encouraging students to speak byclear instructions Following this way could make students more involved in thelessons and improve their speaking with unpopular topics Combining textbookswith relevant materials, and applying reward and punishment policy were at thefollowing last rank (40% and 60% for each)

Question 7: What would you do to prevent your students from using Vietnamese in pair work or group work?

Table 3.13: Teachers’ techniques to prevent students from using Vietnamese

From the survey result, 3 out of the 5 teachers (60%) often reminded theirstudents to speak English when they were put in pairs or groups doing speakingEnglish tasks 60% of the teachers thought that they had better encourage theirstudents to use the target language in class Only one teacher gave students somehelp so that the students themselves could try their best to solve the problems If

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the students think they are never going to need to speak English, they won’t try tolearn But the reverse is equally true Assuming they have to attend classesanyway, the best way to make the students interested in English is to make itrelevant and to help them to speak and enjoy it as quickly as possible bythemselves.

Question 8: How often do you encourage your students to use the following communicative teaching activities?

(On each row tick a, b, c, d or e for your choice)

Table 3.14: The frequency of teachers’ using communicative activities Speaking activities Always Often Someti Seldom Never

music, handouts, computers)

A good range of activities is essential to any teacher, and a variety increasesinterest and motivation Individual students will always get more from certaintypes of exercises than the others Students need a lot of practice if they are to learn

to speak from part-time language classes and we need a variety too: a boringteacher is probably not much fun to learn with As a matter of fact, all of theteachers used as many activities as possible in their speaking teaching lessons.However, some of the activities were used more frequently than the others such as:

Pair work/Group work and problem solving, Games, Visual aids (pictures,maps, music, handouts, computers) Some of the activities that were consideredtime-consuming and a little bit more difficult to the students were sometimes orrarely put in utilization There is one thing teacher should remember is to explainand demonstrate them herself clearly first before asking students to do any task

Question 9: How often do you use the following techniques to motivate your students?

(On each row tick a, b, c, d or e for your choice)

Table 3.15: The frequency of teachers’ techniques to motivate students

during the lesson

As we know, the best way to help the students to lose any feeling of consciousness and become comfortable when speaking English together is to usepair work and group work as often as possible It is the most efficient way tomaximize the opportunities for them to speak English From the table 3.15 we cansee that most of the teachers took advantage of this technique Half of the teachersalways used pair work or group work to control their speaking tasks The resteither often or sometimes did this Factually, pair work and group work can beused at almost any time in any lesson and for homework as well And manyclassroom activities traditionally performed between the teacher and a singlestudent can either be done entirely in pairs/small groups, or have a group stageadded to them, for students to speak more Besides, teachers should create moreinteresting and appropriate topics to satisfy as many students as possible Boringand inappropriate topics would make students feel bored and stressed, games andusing visual aids may help the teachers motivate the students to speak English inclass However, a few of the teachers made use of this They said that, it took them

self-a lot of time to prepself-are self-and perform in the clself-ass The teself-achers either sometimes orrarely used these activities Some of the teachers even never did this

From the implication to teach speaking skills, we can modify and applysuitably with PBL based on the content of the textbook It is advisable to choosethe lesson with familiar and interesting topics, prepare the important factors toconduct the projects This activity is considered a post activity in the lesson.Teachers should teach students how to perform their products by presenting infront of the class In the process of preparing and performing, students can improvetheir sub skills in speaking such as discussing, structuring, conveying main ideas,working in groups, etc To apply PBL to teaching speaking skills, it is worthconsidering the following areas:

 Planning - it is advisable to

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 (a) use predictable or familiar topics to motivate students

 (b) provide students with sufficient input of vocabulary and language patterns to be used

 (c) be willing to aid students in conducting their performances with

materials and facilities

 (d) show out the teacher’s and the partner’s rubrics and checklists

 Implementation - it is vital

 (a) to determine structures using props and schema

 (b) to engage students in various interesting and simple activities with teachers and peers

 Evaluation - it is important to

 (a) clarify with students what they are expected to do in their project

 (b) demonstrate how to assess their products

 (c) provide chances for peers to practise speaking and give constructive feedback for improvement

3.4 Results from class observation

Table 3.16: Result from class observation

Note: A: Applicable NA: not applicable

I Preparation

2 Apparently and appropriately prepared objectives of the lesson 80 20

II Presentation

3 Language of instructions is clear and concise and the students 80 20are able to carry them on

6 Materials are presented at the students’ level of comprehension 80 20

7 The teacher shows an interest in, enthusiasm for the subject 80 20taught

III Implementation/methods

8 The teacher moves around the class and is ready to help the 80 20students more

9 There are balance and a variety of activities during the lesson 80 20

10 Examples and illustrations are used effectively 80 20

11 Instructional aids or resource materials are used effectively 80 20

13 Teachers explores genuine situations in the class 80 20

14 Structures and vocabulary are taken out of students’

presentation and applied to the real contexts of students’ culture 80 20and personal experience

IV Student’s presentation

16 Students are encouraged to ask questions, to disagree or to 80 20express their own ideas during the presentation

17 The students are able to draw the attention with their 80 20presentation and give out comments

V Teacher/Student interaction

20 Teacher encourages and assures full student participation 60 40

22 Teacher organizes individual, pair work, and group work to 80 20

do the project effectively

VI Teacher’s feedback

24 Teacher gives out a clear checklist and rubric 80 20

25 Teacher’s feedback helps students improve their speaking 80 20skills

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Teacher’s preparation: The class observation results reflect the reality in

which the teachers adopted PBL in teaching speaking after the treatment Manyactivities and techniques of PBL were suggested to apply to English speakingteaching in class As shown in the table 3.16, in preparation, most of the teachers(80%) prepared the lessons very carefully They had the clear objectives of thelessons and tried to reach those objectives through the lessons

Teachers’ presentations: In general, the lessons went smoothly and logically

because the great majority of the teachers (80%) were very interested in the subjecttaught Most of the teachers, after giving instructions in English, translate themdirectly and immediately into Vietnamese to ensure that their students were able tocarry them on The students seemed very fond of that way of teaching rather thanbeing given instructions in English or Vietnamese only A minority of the teachers(20%) gave instructions in English only and the students could not understand theinstructions clearly Besides, 4 out of 5 teachers used authentic materials in the class.Only a few teachers took advantage of the course book

Teachers’ methods: In 3 classes visited, the researcher found that most of

the teachers (80%) moved around the class during the activities taking place in theclass Only 4 out of 5 teachers often kept standing in front of the class waiting forstudents’ answers And only one teacher still stopped students immediately forerror corrections while students were speaking During the lessons, most of theteachers (80%) used examples, illustrations and drills effectively They seemed to

be very successful in taking structures out of the artificial drill contexts to applythem in real ones The same number was very patient in eliciting students’responses except for when the time is limited at the end of the lessons 80% of theteachers only considered the importance of word stress but not the intonation of thesentences Most teachers’ voice is clear, but English fluency of some teachers isstill not appropriate

Teachers-students interaction: In all classes observed, teachers/students

interaction was intended to increase students’ proficiency in English The majority

of the classes applied ‘teacher is a facilitator, students are communicators’ Theteachers then did not talk so much as before so that students’ talking time couldincrease considerably Teachers only explained the tasks and guided the students totake part in the activities of the project The students seemed to control and directthe class When being asked to answer some questions or doing some tasks, thestudents became more self-confident, more willing and highly interested inparticipating in the activities of projects The students seemed to be more eager tospeak English, when they did not understand the tasks in the project; they askedtheir partners or the teacher for help

IV/ SCOPE OF THE APPLICATION

The assignment realizes that most of the students from high schools feelmore interested in speaking when they have a chance of being taught Englishthrough the activities that they are involved in Among several versions of theCommunicative Approaches: Content - Based, Task - Based, community languagelearning, the assignment shows that Project-Based Learning (PBL) is popular andrelevant to our educational purposes

V/ SIGNIFICANCE OF THE STUDY

PBL refers to an approach based on conducting a project as the core unit ofplanning and instruction in language teaching, (Alan & Fredricka Stoller, 2005,p11) And it provides a structured framework for both instruction and assessment.Students are more likely to develop intrinsic motivation in a Project-Based learningand it enables teachers to see if students are developing the ability to communicate

in language learning

Since the students in the high schools hope to be able to speak and deal withthe real situations in their life in English relating to their interests of drawing,watching videos, listening to songs It is believed that a Project - Based Learning

in each unit is the most appropriate for these students than other types As a result,only the Project - Based Learning is discussed in detail in the following sections

VI/ SAMPLE LESSONS

* The guided teaching and learning sequence

Unit 3:People ‘s background (Grade 10-Textbook 10)

1 The length of project

At the end of this a five -lesson unit, the project performance should beconducted in the speaking lesson

2 The goal

The project work aims at making the pupils understand and use thestructures to introduce a famous scientist’s background they admire and enhancesthe pupils in improving their cooperation in work and their confidence inpresenting in front of the class

3 The interest

The pupils are keen on talking about their friends and drawing or designingtheir own project so that the topic will be an opportunity for them to share theirideas about these activities

4 Materials and Equipment: English Textbook - Grade 10 (Unit 5, Lesson

3), pictures, chalk, blackboard,

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