Skkn experiences in applying project to motivate interest and creation for students in grade 6 at ai thuong secondary school

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TABLE OF CONTENTS
Order
1
1.1
1.2
1.3
1.4
2
2.1
2.2
2.3
2.4

CONTENTS
INTRODUCTION
Reasons for choosing the research
Researching purpose
Researching object
Researching methodology
CONTENTS
Theoretical background
Reality basis
The context of the studies
Solutions and procedure

Page
1-2
1
1

1
1
2-17
2
4
5
6

2. 5

The advantages of doing project works.

12

2.6

Some notes of applying project work.

12

2.7

Demonstration.

13

3

CONCLUSIONS

16

3.1

Conclusion

16

3.2

Suggestions

16

REFERENCE MATERIALS
EXPERIENCE INITIATIVES WON AWARDS FOR
THE SCHOOL YEARS

17
19

4
5

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1. INTRODUCTION
1.1. Reasons for choosing the researching.

From 2001, the Prime Minister of Vietnam made a decision of approval on
the project “Integrating environmental issues in the general education”. Nowadays,
teachers are still requested to take advantage of environmental contents in
curriculum of different subjects to “equip student with knowledge of ecology,
environmental preservation skills and attitudes towards surrounding
environment”(Government, 2001 , p.1). In reality, this integration is not at all easy.
Both teacher and student are faced with a huge workload, time constraints and lack
of environmental materials. Therefore, it is necessary to seek an option that both
provide scaffolding support for students with sufficient materials and motivate
students’ attitudes toward learning English. In the past years, my colleagues and I
has used the project-based learning methodology and we find that it has a lot of
advantages as well as some problems which we need to concern about. For example:
What should the teacher prepare for a project lesson? How can students make a
really effective project? What are the criterias for evaluating a student's learning
project? That's why I choose th topic: “Experiences in applying "Project" to
motivate interest and creation for students in grade 6 at Ai Thuong secondary
school ", in order to improve the quality of teaching and learning the subject in the
secondary school, especially for grade 6 students learning the new trial books.
1.2. Researching purposes.
Firstly, this topic aims to research and learn a model of a system of theories of
project learning methodology, create and collect different forms of doing the part
project in the last period of each lesson.
Secondly, the purpose of the study was to promote positive self- awareness in
learning properly the spirit of teaching innovation; that is: students play an active,
thinking, creative, central role, teachers prompted stimulate bright initiative created
by students. The research was carried out in 2020 – 2021 and 2021-2022
education-instruction years at the secondary school. Totally 130 students in two
different school years in the 6th grade of this school participated in the study.
1.3. Researching subjects.
- Some solutions to motivate student’s interest ,creation and promote positive selfawareness in learning properly the spirit of teaching innovation in grade 6 of Ai

Thuong secondary school of the 2020 – 2021 and 2021-2022 school years.
1.4. Researching methodology.
1.4.1. Methodology of reasoning
- Project-based learning
- Research the throretical basis of the topic from teaching and collected documents
1.4.2. Methodology of reality research

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- Observation method, conversation method, experimental method, investigation
method.
- Develop a question system that will fit the project to the level of the students'
developmental level. Initially, the use of a question system, project guidelines, and
scenario-based study for students to carry out the project.
- Expeimental pedagogybto evarluate the quality of the projecr and the effectiveness
of using the project teaching methodology in teaching English language assessment
and assessment
- Observe the student acquisition of knowledge during project work
- Learn from your peers and some of your own experiences
2. CONTENT.
2.1. Theoretical background.
2.1.1. An overview of the project.
The word project comes from the Latin word projectum from the Latin
verb proicere, "before an action" which in turn comes from pro-, which denotes
precedence, something that comes before something else in time (paralleling
the Greek πρό) and iacere, "to do". The word "project" thus originally meant
"before an action".
Project work is a dynamic approach to teaching in which students explore

real-world problems and challenges, simultaneously developing cross-curriculum
skills while working in small collaborative groups or individuals to combine the
investigating the topic and presenting it in written form illustrated with photos,
pictures, diagrams, etc. (Blumenfeld et al., 1991; Đỗ, 2011). Project work is
student-centred and driven by the need to create an end-product (Bell, 2010).
However, it is an itinerary to achieving this end product that makes project work
so worthwhile. The process to the end-product brings opportunities for students to
develop their confidence and independence and to work together in a real-world
environment by collaborating on a task which have they defined for themselves
and which has not been externally imposed (Blumenfeld et al., 1991).
Project work is a student-centred methodology, where students are actively
involved in their own learning process. In project work, students have to define a
research question that will be analysed and discussed using different approaches in
order to obtain an answer. Project work is an intentional and original activity with
a specific goal that promotes the development of skills, such as autonomy,
initiative, creativity, critical thought and collaboration as it involves group work.
However, it can generate complexity and uncertainty among participants. Project
work is characterized by the creation of an end-product, for instance a presentation,
an abstract, a poster or a three-dimensional model. Project work also has a social
approach, as a result of teamwork
2.1.2. An overview of the project-based learning.
The basis of project-based approaches is hardly new. Early in the 1920s,

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Project-based instruction was advocated by William Heard Kilpatrick. His notion
was that such instruction should include four components: purposing, planning,
executing, and judging (Foshay, 1999).  Since the students learn with interactive

technology and since the teacher has to design, to facilitate and to monitor
student activities. Thomas (1999) stated that the idea of assigning projects to
students is not a new one and the benefits of learning by practice have long been
touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991;
Foshay, 1999). While each of these designs has different pedagogical objectives,
we believe that all good pedagogical designs should include somewhat
structured pedagogical scenarios and that the teacher's role is crucial. For over
100 years, educators such as John Dewey have reported on the benefits of
experiential, hands-on, student-directed learning. Doing and creating projects is a
long-standing tradition in education history (Merkham et al., 2003).
A project-based activity allows our students to identify and project their own
problems. They become active, not passive; a project engages their hearts and
minds, and provides real-world relevance for learning.  Besides that students
develop a question and are guided through research under the teacher‘s
supervision (Bell, 2010). Instead of using a inflexible lesson plan that directs a
learner down a specific path of learning outcomes or objectives, project-based
learning allows in-depth investigation of a topic worth learning more about.
Thomas (1999) also described projects within project-based learning as based on
challenging questions and making students having central role in problemsolving, designing skill, negotiation and decision making processes so giving
students the chance to work relatively autonomously. In project-based learning
activities, students plan, implement, and evaluate projects that have real-world
applications beyond the classroom (Blank,1997). Project-based learning is an
active approach to classroom teaching and learning that is designed to engage
students in investigation of complex, authentic problems and carefully designed
products and tasks (Blumenfeld et al., 1991). The use of project-based learning in
class is possible after providing the information that is needed for the project. The
classroom activities should be student-centred, cooperative, and interactive
(Moursund, 1999).
Project-based learning increases the students’ attitutes of mind students
toward their learning style. Project-based learning is still in the developmental

stage within educational settings. Moreover, these studies which were on the
investigation of project-based learning were carried out in elementary level by
comparing project-based learning with traditional methods. From this
perspective, this research can be stated to have a significant value. In this
sense, It is hoped that this empirical study can provide a close link between
project - based learning and language learning and, at the same time, propose
guidelines for English language teachers who wish to implement project-based
learning to enhance their students’ language learning as well as development of
attitude towards learning English as a foreign language. On the other hand, by
carrying out this study, we hopes that teachers and students can p a y more
attention and enjoy more popularity on "project" at all grade levels.

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2.2. Reality basis.
From grade three on, English is taught at Primary school. This demand for
English offers opportunities for Teaching English as a Second or Other Language
(TESOL) in Vietnam but at the same time this creates not only many challenges
but also mismatchs between the expected and actual levels of competence, and
educators claim EFL preservice teacher education is largely inadequate (Pham,
2001). We have changed our English Curriculum from Primary school to High
school in order to get language proficiency levels and interpret language
qualifications defined in the Common European Framework of Reference for
Languages (CEFR), which plays a central role in language and education policy
nationwide. Morover, we have done our best to inspire our students to study
English, using different modern teaching methods, applying CALL – activities
(Computer-assisted language learning) into our teaching stage and renovating
testing system.

As a shown in the problem indenfication of the motivation in English
learning process through traditional methods, it’s possible to confirm that the
solution to the pr oblem is related to the working hypothesis which is the solution
for the lack of motivation on students. PBL (Project-Based Learning) will increase
their interest to use contents of English classes and to improve basic skills for the
understanding and communication in English language. To apply the proposal of
this research based on the application of PBL to motivate English learning, in order
to improve English communication skills and students’ attitudes in learning.
Figure 1: Problem indenfication

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2.3. The context of the studies
2.3.1. To the curriculum.
Project work is only one part of a period which lasts 45 minutes, so teachers
and students do not have much time to spend on doing project. That's why some
teachers cannot pay enough attiention to this part of each Unit.
2.3.2. To the teachers.
Firstly, all the teachers are having difficulty in the little time for teaching
part "project" and some even think that this part is not very important. This is the
main reason why this part is normally ignored
Secondly, some teachers have not got access to the Project-Based Learning
yet. and they are still affected the traditional method. Some even don’t know how
to arrange a project learning lesson.
Thirdly, because of the students' poor quality, many teachers always worry
that our children are too poor, they can’t know what to do, how to do…Therefore,
they often explain too much. This makes students confused.
Finally, challenges for teachers invole:

- Allocating time
- Teaching process skills
- Assessing process as well as product
- Assessing individual as well as group learning
2.3.3. To the students.
Secondary school students are more familiar with teacher-centred
approaches, which tend to lead to a more passive learning style. In fact, most of
our students are afraid of taking part in the group work. So that their group work is
not effective.
Some weaker and lazier students will depend on the better ones and some
even do not do any things.
Moreover, the real quality of our students is very poor. Students need to be
at level A1 so that they will be able to adapt to the higher level. So that they get
trouble with their project.
Finally, students do not have enough time to create their ideas. They often
have to find out a new thing for a short time. This seems very difficult for not only
children but also the specialists.
2.3.4. The result of the survey before applying the initiative
Let's have a look at my survey of students' participating behavior in doing
project activity.

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School year

Grade

Number

of
students

Unsatisfactory

Satisfactory

SL

%

SL

%

2020-2021

6

55

35

63,6

20

36,4

2021- 2022

6

74

47

63,5

27

36,5

At the end of 2020-2021 and at the beginning of the 2021-2022 schoool year
, I had students do a project as a fifteen-minute test and here is the result:
Shool Grade Number Good
year
Of
No %
Students

Fair

Average Weak

Poor

No %

No %

No %

5

9,1

No %

20202021

6

55

2

3,6

26 47,3 15 27,3

7

12,7

20212022

6

74

3

4,1 10 13,5 30 40,5 21 28,4 10 13.5

From the results of the survey, we find that the problem of students' and
teacher's awareness is worrying. All of these proplems make me decide to research
and apply some experiences in teaching project and guide my students to do
project work in my teaching process in the school year 2021-2022 for students of
grade 6.
2.4. Solutions and procedure
2.4.1. Solutions
The first: Take a survey to check the behavior and ability of doing project work
of our students.
The second: Make a plan, research, choose learning methods which suit for the
students' level and for the content of different projects.
The third: Carry out the research on grade 6 students at Ai Thương secondary
school where I am teaching.
2.4.2. The applications of doing the project work.
2.4.2.1. Challenges for teachers and students
What are the challenges facing teachers?
When we bring project-based learning into the classroom we may have to
adopt new instructional strategies to achieve success. Having the teacher take the
role of guide or facilitator is not the way that most educators were taught, nor even
the way they were taught to teach. Direct-instruction methods that rely on
textbooks, lectures, and traditional assessments do not work well in the more openended, interdisciplinary world of project-based learning. Rather, we do more
coaching and modeling and less "telling." Specific challenges facing teachers

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include:
* Recognizing situations that make for good projects;
Assigning an authentic task; project-based work is supposed to be about the
real world and reflect things that people out in the real world actually care about
and need to know. This means that the teacher need to stay away from tasks that
seem to “live” only is schools such as asking them to write an essay or transform
sentences. Instead, the tasks should reflect things that people in the real world
engage in or need to know.
* Structuring problems as learning opportunities;
Using an appropriate topic; not every topic works as a project-based work –
it’s just that simple. But even beyond that, we have to find the chosen topics
engage the student in the way that we hope it would. That’s why it’s so important
to forcus on big, specific issues that are relavent to them or that reflect some
aspects of their interest. We’re most motivated to learn when the task before us is
matched to our student level of skill: not so easy as to be boring, and not so hard as
to be frustrating. Deliberately fashion the learning exercise so that students are
working at the very edge of their abilities, and keep upping the difficulty as they
improve.
* Managing the learning process;
Assigning a unique task; the poin of view project-based learning is to engage
the students in a task that seems new, exciting and interesting. There’s a good
chance that they’re going to be very interested. Specially, project-based activities
are good at teaching procedures to students or at helping them to memorize fact, so
include these things as part of their task will miss the point of PBL. Memorizing
information is boring. Discovering the solution to a puzzle is invigorating. Present
material to be learned not as a fait accompli such as state high school curricula, but
as a live question begging to be explored. Some learning tasks, like memorizing
the multiplication table or a list of names or facts, are simply not interesting in

themselves. Generate motivation by encouraging students to compete against them:
run through the material once to establish a baseline, and then keep track of how
much they improve (in speed, in accuracy) each time.
* Integrating technologies where appropriate;
Choosing multi-faceted resources; part of what a project-based learning is
supposed to do is present different points-of-view and get student to from their
own opinions after reading about “facts” that often oppose each other. Therefore,
that’s not easy to do if we use resources that all seem to be staying the same things.
Project-based learning can be applied to all age-group, and all levels in which
students have to collect information from website, seveys, and interviews. Besides,
Internet use can bring back students advantage of opportunities to be taught critical
thinking skills.
* Collaborating with colleagues to develop interdisciplinary projects;
Developing authentic assessments indeed, we may have to be willing to take

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risks to overcome initial challenges. Almost students do projects at the same time.
They complain that they have more than three projects due in the same week.
Therefore, we should talk to one another and space projects out over the course of
the year. This would result in higher quality projects. A supportive administration
can help by implementing more flexible schedules, such as block schedules or
team planning time, and providing teachers with professional development
opportunities.
According to my observation, the best way to know if we have created a
successful project-based activity is if our students come up with different answer to
the same problem. This way, we know that they have engaged with the topic and
formed their own distinctive viewpoints based on the information. As our world

continues to increase in speed and complexity, this kind of higher-lever thinking is
going to be invaluable to ensure that they have a successful future. On the other
hand the teacher should be well trained and embrace the constructivist
methodological principles that are supported by the usage of this tool.
As a teacher of English in secondary school we can see that the use of acquiring
project-based ware can open the door for incorporating other teaching tools in
while accommodating the needs of new generation of students who are currently or
will come into classrooms. It is possible that using project-based ware as a
constructivist internet based tool will also help meet the school modernization and
technology incorporation push currently underway by the MOET as part of an
attempt to reach the modernization standards set by the most developed countries.
2.4.2.2. The process of doing the project work.
Solve with the time problem.
Because we do not have much time to do a project in a period at school, the
teacher and students have to prepare the asignment before the lesson. Each unit
consists of 7 periods and part "project" is usully taught with part Looking Back. In
the first lesson, Getting started, students get to know the topic of the unit, so
we(teachers) should tell our students about their project. By this way, we will save
a lot of time in class and students will be able to think of their project more
carefully and also have time to find more information related to the project.
Steps of doing the project work.
Step 1: Making project plan
Whether students work individually, in pairs, or in groups, having them design
something from scratch taps their creative abilities. When using the project-based
learning strategy, it is almost guaranteed that the endeavor will be
interdisciplinary. The teacher's role is to serve as coach, guiding students to use a
variety of resources, employ a strategy that is fun and motivating, and uncover
content with depth and breadth.
For example: "Doing the Project 1" - My school-

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* For Teacher's Preparation.
Step 1: I explain the content of the project: My school
Request1: Draw your school.
Request 2: Write about your school.
- Think of your school. What does it look like? What can you do there? Is it...
- in a different town or country?
- a boarding school?
- a boys'/ girls' school?
Does it have...
- a swimming pool?
- video game rooms?
- a greenhouse or a farm?
Step 2: Class arrangement.For this project, I would like students to work
individual first. They use their imaginary to write their school . After that, students
are divided into 3 groups to exchange and discuss about their new school in
groups.
Choose one member to be the leader of the group and one to be the viceleader.
I also give them the time limited. They have to hand in their work by the
time of the lesson "skills 2". To motivate students, I hold a competition in which
the team has more better results will win.
Step 3: Project evaluaion
Teachers and students discuss about how to evaluate the project work.
Criteria 1: Design your dream school. You can draw a picture, take a photo
and stick on your papers. more creative- 5 points.
Criteria 2: Your writing, accuracy- 5 marks
Criteria 3: Your participating behavior and your cooperation: 10 points

From the beginning of the school year, I put more pressure on the
awareness of taking part in doing the project than their language result. By this
way, everyone will have skills on working individually and in groups
* For students' preparation.
Group leaders need to discuss in group to decide:
- Give task to each person. Be sure nobody is free from the project.
- The time they finish the personal task.
- The time and the place all the group work together.

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Step 3: Project presentation.
The groups present their products before class at the period: Looking back
and project. After revising the vocabulay, the grammar and communication,
teacher spends from 10 to 15 minutes for each team. A presentative will show their
idea in front of the class. The other groups will give comments to their friends
presentation, discuss, contribute ideas. It also gives a rating(by score) according to
the criteria stated in the evaluation form designed by the teacher.
Let's have a look at one of my project class arragement:

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Step 4: Project evaluation.
After the the students' presentation, teachers combine all the assesment

process: self-assessment of team performance, team performance, teacher
evalution(evaluation periodic and final product evaluation) to draw conclusions
aboutt the actual results present projects of student groups, of each student.
Comment on the spirite, working attitude of groups, individuals in the
process of project implementation.
Comments on the product quality of project implementation by the groups.
Announce scores of each group; Bonus points for individuals to export
has made a great contribution to the success of their group.
Select the product of the excellent group to stay in the library of the school
for reference and presentation to all students in the school. Project monitoring and
evaluation must be based on forms.The development of detailed project evaluation
forms will help to learn students participating in the project clearly define their
jobs and must return.It helps students to evaluate their workload and quality
I gained, help students self-assessment, group assessment, and help the
assessment is fair and objective. When the learner-centered assessment criteria, the

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student will be more involved in the assessment process, there are more
opportunities to study and practice more:
- Project planning, checklists and project evaluation forms.
- Use hints to help students think and evaluate their own learning self.
- Set goals, tasks, predictions about the results achieved in school episodes.
- Point out the difficulties that may arise during the learning process suggested
strategies to overcome, the lessons learned.
 - Exchange of feedback from students.
When participating in the assessment process, students will be encouraged,
tested control learning, self-assertion of success. To help learn successful, the

teacher should provide:
- Clear standards.
- The opportunity to track your progress.
- Methods to collect feedback to share with classmates, mix feedback from peers to
increase work efficiency.
- Assist in establishing new learning goals in the future.
2. 5.The advantages of doing project works.
Connecting academic situations to the real world is one of the largest
benefits of project based learning. Students learn with the same approach they will
eventually use in their hobbies, passions, and careers. This ingrains essential
problem-solving techniques within them early on, drastically increasing their
chances of success in whatever career they choose once their education has
completed. Part of this is that project based learning requires the use of multiple
problem-solving methods, which helps students not only cultivate a balanced
approach but also learn to switch approaches when their initial attempt fails to
work.
Another benefit of project based learning is its affect on students'
interpersonal skills. Because projects are often large and complex, students are
grouped together to work, which fosters communication skills and encourages
even students with diverse and possibly conflicting personalities to find a common
ground, or at the very least a way to work together without constant tension. Part
of this teamwork building helps introduce students to the specialization and
delegation that are extremely prominent in the real world. Some students will
naturally be more adept at some problem-solving methods than others, so students
will figure out how to allocate resources (themselves) optimally by having part of
the group work on one subset of tasks while another part works on another subset.
Overall, project based learning encourages students to develop a balanced,
diverse approach to solving real-world problems, both on their own and in a team.
Project based learning prepares students for success in the real world like no other
teaching style can.

2.6. Some notes of applying project work.
- Teacher makes sure that students know the main steps which are stated above to
make a project plan.

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- Teacher can organise students to work individually, in pairs or in groups
according to the purpose of the projects.
- After giving out the main idea/topic, teacher should model first .
- Timing is necessary as well as the teacher’s motivation and help will encourage
students to work eagerly and actively.
- The teacher’s and students' careful preparation is the success of the lesson.
2.7. Demonstration.
Unit 1: Home
Preparation: - Students should be prepared before the lesson at least for 3 days.
-Draw a plan of your hometown individually
- Describe your hometown for yourselves and show the plan and describe the
hometown the other students.
Give detail instructions:
- Name of your hometown?
- What’s there in your hometown?
- Talk about the people here?
- There is / are…………
Tell the rest of the class about your school. Try to convince them to come.
Group members
Topic :

Class: 6…

Order

Role in
the project

Name

Individua
l
Total

PP OP

1  

 

 

 

 

 

2  

 

 

 

 

 

3  

 

 

 

 

 

OP

Oral presentation (10 marks)

Individual

Students's handout (10 marks)

Total score

= ( OP + dividual)/2

Here is the students' result:

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Let's have a look at the result more at the part Appendix
Results after applying the research in teaching.
In the school year 2021 -2022, I boldly applied these initiatives in teaching the
students of class 6 at my shool and achieved very positive results as follows:
- All of the students now are happily ready to do project work themselves and in
groups skillfully.
- Doing project is no longer boring and difficult but more enjoyable, active and
creative. Students can complete their task in different forms: speaking, writing,
making things.
- Through doing projects, more student love English and they can improve their
speaking, listening and writing skills a lot, especially using daily English, As a
result, their four skills are much better and they are interested in learning the
subject more, which motivates teachers much in my teaching career. Hopefully,
my own small experience will help colleagues enrich their experience in teaching
part project.
Let's have a look at my survey of students' participating behavior
in doing project activity.

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School year
2021- 2022

Grade
6

Number of
students
74

Unsatisfactory

Satisfactory

SL

%

SL

%

6

8.1

68

91.9

At the end of , I have students do a project as a fifteen-minute test and here
is the result:
Shoo Grade Number
Good
l
Of
No %
year
Students
20212022

6

74

Fair
No

%

Average
No

%

10 13.5 20 27.1 36 48.6

Weak
No

%

8

10.8

Poor
No %
0

0

Let's compare the classroom arragement and students's behavior before and after
applying the study:
Last year- Before

This year- After

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3. CONCLUSION.
3.1. Conclusion.
The results of the research showed a significant difference between the

attitude scores of the experiment group and the control group. On the other hand, it
was also found out that doing project work was more effective in the positive
development of the students’ academic achievement levels. At the end of the
research, it was revealed that the students who were educated by doing project was
more successful and had higher attitude levels towards the lesson than the
students who were educated by the instruction based on student textbooks.
The purpose of this study was to investigate the effects of doing project on
academic achievement and attitudes of eleventh grade students towards English
lesson and to compare it to that of instruction based on student textbooks. For
this reason, experimental groups were formed for the study. Whereas projectbased learning was applied to the experimental groups, instruction based on
student textbooks was applied to the control group in the teaching stage; there was
no significant difference between the experimental and control groups in terms of
their academic achievement scores in English lesson. The findings of post-test at
the end of the implementation, however, indicate that the experimental group
performed better than the control group.
3.2. Suggestions.
Based on the overall findings in the process of completing their projects,
students also hone their organizational and research skills, develop better

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communication with their peers and adults, and often work within their
community while seeing the positive effect of their work.
Because students are evaluated on the basis of their projects, rather than
on the comparatively narrow rubrics defined by exams, essays, and written
reports, assessment of project-based work is often more meaningful to them.
They quickly see how academic work can connect to real-life issues - and may
even be inspired to pursue a career or engage in activism that relates to the

project they developed.
Students also thrive on the greater flexibility of project learning. In
addition to participating in traditional assessment, they might be evaluated on
presentations to a community audience they have assiduously prepared for,
informative tours of a local historical site based on their recently acquired
expertise, or screening of a scripted film they have painstakingly produced.
CONFIRMATION OF THE
PRINCIPAL

Ai Thuong, May 26, 2022
I swear that here is my own initiative experience.
.
Writer

Tran To Uyen

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References
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future.
The Clearing House, 83, 39-43.
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19
SÁNG KIẾN KINH NGHIỆM ĐẠT GIẢI CÁC NĂM HỌC.
Họ và tên: Trần Tố Uyên
Chức vụ: Giáo viên.
Đơn vị công tác: Trường THCS Ái Thượng.

TT
1.

Tên đề tài SKKN

Cấp đánh giá
xếp loại

Kết quả
đánh giá
xếp loại

Cấp Huyện

C

2011

Năm học
đánh giá
xếp loại

Một số kỹ thuật đặt câu hỏi
nhằm nâng cao chất lượng
trong dạy học Tiếng Anh

2.

Một số phương pháp nâng cao
hiệu quả dạy học tiết 49: Ôn
tập Tiếng Anh lớp 6

Cấp Huyện

B

2014

3.

Some methods to improve the
efficiency of teaching listening
skill in grade 8 at Ai Thuong
secondary school.

Cấp Tỉnh

C

2016

4.

Integrating life skills education
into unit 4: Listen (English 8)
to increase excitement and
improve the quality of
teaching for students in grade
8 of Ai Thuong Secondary
School"

Cấp Huyện

B

2020

skkn