Skkn using project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity to teach unit 6 lesson 2 2 english 6

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ

PHỊNG GD&ĐT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

USING PROJECT BASED TEACHING METHOD
COMBINATES WITH APPLYING THE
INTERDISCIPLINARY KNOWLEDGE AND CREATIVE
EXPERIENTIAL ACTIVITY TO TEACH THE SECTION:
UNIT 6: LESSON 2.2- ENGLISH 6 ( I-LEARN SMART
WORLD-PAGE 50) TO DEVELOP THE ATTRIBUTE AND
COMPETENCE OF GRADE SIX STUDENTS
AT NGA TAN SECONDARY SCHOOL

Người thực hiện: Trịnh Thị Hà
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn
SKKN thuộc môn: Tiếng Anh

THANH HOÁ NĂM 2022

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TABLE OF CONTENT
CONTENT
1. INTRODUCTION
1.1. Reasons for choosing the study.
1.2. The purpose of the study
1.3. Scope of the study

1.4. Method of the study
2. CONTENT
2.1. Theoretical background
2.1.1. Project overview and project teaching method.
2.1.2. Integrated teaching method.
2.1.3. Creative experiential activity
2.2. Situation of the problem before applying the study
2.2.1. General reality of the school.
2.2.2. To the student
2.2.3. To the teacher
2.3. Solutions used to solve the problem
2.3.1. Teaching organization process by project.
2.3.2. The role of teachers and students in teaching
2.3.3. Group division, order task and deadline.
2.3.4. Procedure
2.4. Efficiency of the study
2.4.1.The result
2.4.2. The meaning of the research topic.
3. CONCLUSION AND RECOMMENDATION
3.1.Conclusion
3.2. Recommendations for further research
4. REFERENCE
5. APPENDICES

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1. INTRODUCTION
1.1. Reasons for chosing the study
As we all know, today, English plays an important role in communication.
It is widely used around the world and considered as the common language of
communication, especially in the period of the current international integration,
so English has an important position like other subjects in school. The teaching

of English is required today as increasing not only the knowledge but also the
concern of every teacher to teach this course in Vietnam. That is why all of the
teachers of English have to try their best to find out the methods in order to help
their students master the knowledge of this subject easily.
One of the most important tasks of the fundamental and comprehensive
renovation work of education and training is “renovating teaching methods
towards modernity; promote students' positivity, initiative and creativity;
method training self-study, ability to work in groups; practice skills to apply
knowledge solving practical problems; overcome the one-way imposed
transmission, write machine memory. Focus on teaching how to learn, how to
think, encourage self-study, create a basis for learners to update and renew their
knowledge and skills, develop their qualities and abilitiesforce to bring joy and
interest in learning to students” so that they can find and acquiring new
knowledge, new methods, new ways of solving problems, contributing to
enriching the knowledge base of mankind.
Renovating teaching methods in general and reforming English teaching
methods in secodary schools in particular is a regular and persistent process in
which many factors are closely related. How to teach and learn so that teachers
feel excited about their lessons, students do not feel bored, pressured, but instead
expect, excited, positive, self-disciplined in their lessons. every hour of class is
the desire of all teachers and students today. English is a subject associated with
practical socio-economic issues. The knowledge and skills that students acquire
are important in the development of cognitive and action capacities; forming the
qualities of a dynamic and creative new human beings. Therefore, the
innovation of English teaching methods in the direction of promoting self-study,
cooperation, creativity and application of knowledge to solve practical situations
is important. It is an urgent job and needs the proper attention of every teacher.
Through the experience I have got during my teaching, I have found out that
using project teaching method combinating with applying the interdisciplinary
knowledge and creative experiential activity is a solution for the most effective

learning process, contributing to the achievement of the educational goal of
"Learning to know, learning to do, learn to live together and learn to assert
themselves”. I am also an English teacher. Stemming from the above reasons, I
decided to choose the topic: "Using project based teaching method combines
with applying the interdisciplinary knowledge as well as creative experiential
activity in teaching Unit 6: Lesson 2.2- English 6 (I learn smart world) to
develop the Attribute and Competence of grade six students at Nga Tan

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secondary school” I hope that, teachers, students and those who are interested in
the issue of professional reference, supplement and comment to improve the
topic.
1. 2. Purposes of the study
- Helps students understand connections and how to connect
- Raw connections from the real world
- Makes connections through a common them
- Focuses the Learner on the Mastery of Objectives/Overall Goals
- Models for Students the Resources Used in Research
- Help students improve their group work skill, living skill and communicative
skill.
- Teach students the awareness of protecting/ saving the environment
1. 3. Scope of the study
The study is focused on the students of class 6A at Nga Tan secondary school.
1. 4. Method of the study
- Methods of survey and experiment
- Methods of investigation
- Control method

- Observation method
- Methods of collecting information and statistics
- Conversation method
- Methods of summarizing experience
- Methods of research time ...
2. CONTENT
2.1. Theoretical background
2.1.1. Project overview and project based teaching method.
2.1.1.1. The concept of project.
The term "project" is understood as a project, draft or plan that needs to
be implemented to achieve the set purpose. The concept of project is used in
production, business, scientific research as well as in social management and is
used in the field of Education and Training as a method or form of teaching.
2.1.1.2. Project based teaching method.
Since the beginning of the twentieth century, American pedagogues have
built a theoretical basis for the project method and consider it an important
teaching method to implement learner-oriented teaching in order to overcome
the shortcomings of the project. point of traditional teaching.
Project learning is understood as a method or form of teaching,
In which learners perform a complex task, there is a combination of theory and
practice. This task is performed by learners with high self-reliance in the
learning process, from defining goals, planning, to implementing projects,
checking and adjusting, evaluating process and actual results presently.
2.1.1.3. Features of the project based teaching method.

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American pedagogues in the early twentieth century, when establishing the

theoretical basis for the method. This teaching method has clearly identified
three core characteristics of project teaching:
Student-oriented:
+ Attention to learners' interest, high self-reliance. The teacher acts as a
counselor, guide and helper. Students participate in choosing topics, learning in
accordance with their knowledge levels and personal abilities, encouraging
positivity, self-reliance, and participating in creative experiences.
+ Learners can collaborate to work, choose appropriate tasks (also known as
social learning). Learning projects are often carried out in groups, requiring
cooperation and division of work among team members. Thereby training the
readiness and skills to work collaboratively among the participants, between
teachers and students as well as social forces involved in the project.
- Oriented to practice:
+ Associated with the situation. The topic of the project comes from the actual
situation of social life, suitable to the level and capacity of the learners.
+ Has practical social significance. Linking learning in school with social reality
brings positive social impact.
Combination of theory and practice. Students develop practical problem-solving
abilities by integrating what they have learned. Thereby, test, consolidate and
expand theoretical understanding and practice action skills and practical
experience of learners.
+ The project has integrated content, combining the content of many good
subjects
different fields to solve a complex problem.
- Product oriented. During the implementation of the project, products will be
created. These products are not limited to theoretical harvests, but also
create physical products of practical and practical activities. These products may
be presented, published and used.
2.1.2. Integrated teaching method.
2.1.2.1. What is interdisciplinary integrated teaching?

Integrated teaching means putting relevant educational content in the
process of teaching subjects such as: integrating ethics and lifestyle education;
education law; educate national sovereignty over borders, seas and islands;
usage education energy saving and efficiency, environmental protection, traffic
safety... That is, teaching students how to use their knowledge and skills to deal
with specific situations, for the purpose of capacity building student's. At the
same time establish the relationship between different knowledge and skills of
each subject, students have the ability to apply their knowledge and abilities to
solve real-life problems and situations.
Integrated thematic teaching is a form of exploring content,
topics are related to each other, have the same content knowledge from several
lessons have relate to each other to make the content in the lesson topic more
meaningful, practical

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and students are more active in thinking to find knowledge and apply it in
practice farewell. This is one of the content in teaching. Because teaching is to
develop students' ability, it requires each teacher to organize positive, self-reliant
and creative learning activities for students. Those learning activities are
organized in class, at school, at home or in society , and these activities bring
high realism. Through them, students will apply knowledge to solve problems.
2.1.2.2. Advantages of Integrated teaching method
* To the student
Teaching English subject to integrated topics has caused a lot of
excitement for children, through the lesson, they deeply understand the practical
problems that are happening in society
around where you and your family live. Those existences are the children learn

and directly participate in and contribute positively to solving each problem
events within their power.
The knowledge associated with life experience should be very lively and
attractive the student. That has created motivation, attracting students to study.
You guys are not repeat the same content of knowledge in different lessons over
and over again. There, they delve into the knowledge of the lesson and find out
the intimate relationship of them with things other than human life in society.
* To the teachers
With the renovation of current teaching methods, the role of the teacher is
again more important than ever. The teacher is the one who directs and
organizes the activities learning and student assessment. Therefore, during the
teaching of Teachers often have to teach knowledge related to subjects. Others
should have a certain understanding of knowledge related to that subject. This
has the effect of fostering and improving pedagogical knowledge and skills for
teachers, contribute to the development of the current contingent of teachers
who are fully capable of teaching knowledge integrated mode.
Currently, integrated teaching is one of the educational perspectives of
interest. Implementing integration in teaching will bring a lot of benefits to the
formation and development of action capacity, problem solving capacity for
students.
More importantly, integration is a process of thinking and awareness that
is naturally evolving in people in all areas of activity when they want to work
towards their effectiveness. The integrated view allows people to recognize the
key things and the organic relationships between elements in the system and in
the process of operating in a certain field. Reasonable and meaningful
exploitation of these links leads both theoretical and practical activists to new
innovations, avoiding duplications that waste time, finance and human
resources. In particular, this view leads people to develop many types of
activities, creating an environment to apply what they perceive into practice,
thereby impacting and changing practices. Therefore, integration is a matter of

human awareness and thinking, is the dominant philosophy / principle,
orientation and decision of human activities.

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These three categories provide a starting point for understanding different
integrated approaches:
- Multidisciplinary Integration
- Interdisciplinary Integration
- Transdisciplinary Integration
In this intative experience I will mention interdisciplinary integration
According to the interdisciplinary approaching, teachers organize learning
programs around common learning content: topics, concepts and
interdisciplinary disciplined skills. They connect common learning content
within subjects to emphasize interdisciplinary concepts and skills. Subjects are
identifiable, but they are less important than a multidisciplinary integrated
approach.
Interdisciplinary integration is also understood as an option in which
many related subjects are combined into a new subject with a system of certain
topics throughout many grades. For example, English, Geography, History,
Biology, Society, Education, Chemistry, and Civil Education are integrated into
the subject "Social and environmental studies”.
2.1.3. Creative experiential activity
2.1.3.1. What are creative experiential activities in the general education
curriculum?
Creative experiential activity is an educational activity in which, under the
guidance and organization of an educator, individual students are directly
involved in various practical activities of family life. , the school as well as in

the society as a subject of activities, thereby developing practical capacity,
personality quality and promoting individual creative potential. Creative
experience is an important activity in each subject.
Creative experiential activity are not called subjects but educational
activities. The subject is created by one or a few scientific fields, so its content is
tightly structured, while educational activities use the integration of knowledge
and skills of many fields to realize the objectives of the activities of the students.
We envision an educational program of any country that includes both
teaching content (subjects) and educational content (educational activities). The
subjects are taught in scientific fields, mainly to develop students' intellectual
capacity. In addition, we have educational activities, which are activities to
develop personality qualities, life skills or psychosocial capabilities to help
people adapt, adapt to society, work Self-mastery, knowing how to live
positively and happily... These are extremely important aspects to create a
meaningful life of each individual. In that understanding, educational activities
in the high school program are called creative experiential activity. In the
current program, we also have this type of activity called extracurricular activity
or extracurricular activity.

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2.1.3.2. Method of working groups
Small group work is a teaching-educational organization method in which
teachers arrange students into small groups in the direction of creating direct
interaction between members, from which students, in groups exchange, help
and work together to complete the group's common tasks.
Teamwork is very important in:
- To highly promote the students' subjectivity, self-discipline, positivity,

creativity, dynamism, sense of responsibility, creating opportunities for them to
express themselves, affirm their abilities, and perform well. than the assigned
task.
- Help students, form necessary social skills and personality qualities such
as: organizational skills, management, problem solving, cooperation, high
responsibility, teamwork spirit, interest close relationship and focus, personal
support and encouragement of mutual learning, value of diversity and
coherence.
- Show the relationship of equality, democracy and humanity: create equal
opportunities for each individual learner to be affirmed and developed. The
working group will encourage students to communicate with each other and thus
help shy, lacking confidence children have more opportunities to integrate into
the classroom,...
In order for the group work method to be really effective, teachers need to
pay attention to the following issues:
a) Design tasks that require interdependencies
b) Create tasks that match students' experience and ability to work in
groups
c) Fair assignment of tasks between groups and members
d) Ensure personal responsibility
e) Use a variety of workgroup arrangements
g) Guiding students, methods and skills of teamwork
In order to train students' teamwork skills effectively, when conducting
group work in creative experience activities, teachers need to follow these steps:
Step 1. Prepare for the activity
- Teachers guide students, exchange, propose problems, determine goals,
tasks, implementation and planning; self-select groups according to each
content; assign team leader and other roles to each member;
- Guide each group to assign reasonable, related and interdependent tasks;
- Focus on students, on some teamwork skills necessary for the activity

(choose 2-3 skills to emphasize): explain the need; clarify concepts and
expressions; create situations for practice; organize for students, self-criticism
and evaluation; Ask students to demonstrate those skills in activities.
Step 2. Procedure
- Teachers observe, capture information from students, see if the groups
clearly understand the task?, can show teamwork skills correctly?, how are the
roles shown?

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- Helping teams stay on track and maintain positive interdependence
- Encourage and motivate groups or individuals to work well;
- Intervene, adjust the group's activities when necessary,...
Step 3. Evaluation of activities
In this step, teachers need to:
- Engaging students, commenting and evaluating the group's performance
results, the level of participation of each member;
- Suggesting for students, analyzing the coordination of activities among
group members, demonstrating teamwork skills
- Adjusting and supplementing on the basis of properly assessing the efforts
of each group, focusing on analyzing the teamwork skills that students have
demonstrated;
- Draw conclusions including performance results and demonstration of
teamwork skills
(what was done well, need more practice and how to practice). Depending
on the nature and purpose of each specific activity as well as the conditions and
abilities of the students, teachers can choose one or more suitable methods. It is
important that the chosen method should promote the active, active and creative

role of students and make the most of the experiences they have had.
- Creative experiential activities aim at common qualities and competencies
as outlined in the new Draft Program, in addition, creative experiential activities
also have advantages in promoting the formation of new skills in learners. The
following special abilities:
+ Operational capacity and organization of activities
+ Ability to organize and manage life
+ Self-awareness and self-positive capacity
+ Competence in career orientation
+ Ability to explore and create
2.2. Situation of the problem before applying the study
Actual situation of teaching subjects in general, grade 6 English in
particular although the concept of using Project based teaching method,
applying the interdisciplinary knowledge as well as creative experiential activity
has been applied to teaching, but the efficiency is not high. Therefore most of
the current students have a normal attitude, have not promoted the positive in
learning. Teachers in schools do not really understand the meaning, the
importance of interdisciplinary teaching, especially the interdisciplinary
teaching in English. The process of integrating interdisciplinary into the lesson
still faces many confusion, so in the teaching process, it often focuses on the
specific knowledge of the subject without the interest and contact with other
subjects. On the students' side, there is a slight psychological and subjective
mentality in the subject. They often think that knowledge of the subject is light,
not much effective in learning, so they lack interest, even abandon the subject
when they find that they have enough necessary points. Therefore, when asked,
exploiting deeply in the problem, they

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are often embarrassed or unable to answer the question.
2.2.1. General reality of the school.
Nga Tan secondary school is a school in the coastal area so condition of the
school is poor. Condition of teaching English at school still face up with many
difficulties: No function rooms, facilities for teaching, teaching aids service are
not enough.
2.2.2. To the student
Most of the students are children of farmers so they don’t have good
condition to study well.
My students are not keen on English. They only learn because it is one of
their compulsory subjects. They do not have chance to reach modern equipment
so it is very hard for the teacher to motivate them to learn well. As a result, the
result of learning English is not good.
2.2.3. To the teacher.
They have few chances to approach new methods of teaching. They also
spend so little time on studying for the subject. They mind finding new methods
of teaching to teach effectively. There lack of facilities for the teacher to make
English lessons more attractive. They have to teach without the help of modern
equipment. Therefore, English lesson is often boring. The students don’t pay
more attention to the lesson. As a result, the lesson has poor effectiveness
2.2.4. The reality of using Project based teaching method, applying the
interdisciplinary knowledge as well as creative experiential activity in teaching
English.
Conduct practical surveys.
In the 2021-2022 school year, conduct a quality survey for students of grade
6 without applying interdisciplinary knowledge into the lesson,
The results are as follows:
Number
Percentage

Class of the
students Excellent %
Good %
Average %
Bad %
6A
37
2
5,4 5
13,5 27
73,0 3
8,1
6B
36
2
5,6 6
16,6 24
66,7 4
11,1
*From that survey, I draw the following basic causes:
Firstly, the subject teacher is not really enthusiastic about his teaching, but
also imparts knowledge in one direction without placing students in the center,
does not promote the self-study spirit of the students. On the other hand, the
teachers' evaluation and assessment are not really strict, many new questions are
aware, understand and use at a low level without any questions relating to the
subjects to solve problems.
The second aspect of students' learning has not determined the importance
of the subject. When assessing the assessment, it is usually only considered to be
safe to "average".
Thirdly, on the parents' side, they are not really aware of the role and

meaning of the subject. Their main purpose is how their children can do well in

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subjects such as Math, Physics, Chemistry and the remaining subjects, including
of English, are not paid attention.
2.3. Solutions used to solve the problem
2.3.1. Teaching organization process by project.
Through the process of studying the steps of project-based teaching
design, it is possible to propose a process of designing project teaching lessons
including 3 stages:
Stage 1: Introduction of project goals and themes
Stage 2: Project implementation
Stage 3: Project product presentation and evaluation report
And is specified by the following 5 steps:
Step 1: Choose a topic and define the purpose of the project.
Step 2: Determine the outline, implementation plan
Step 3: Execute the project
Step 4: Collect results and present products
Step 5: Evaluate the project
The division into the above steps is only relative. In teaching practice, we
can interleave and interpenetrate each other between steps. Self-checking and
adjustment should be carried out in all phases of the project, in accordance with
the structure and tasks of each different project.
2.3.2. The role of teachers and students in teaching
- The role of the teacher
During the teaching process, the role of the teacher is to orient, consult,
supervise, help and create favorable conditions for learners to implement

projects and through that develop their competencies. self
+ Teachers create conditions for learners to choose and perform roles
appropriate to the content of the learning topic; assist learners in fulfilling that role.
+ Create a learning environment, instruction raises questions and promotes
deeper understanding of learners.
Guide students to focus on inquiry, problem solving, and project-specific
tasks. Allow and encourage learners to construct their own knowledge.
- Student's role
Students decide how to approach the problem and what activities to take to
solve the problem.
+ It is students who collect data from various sources, then synthesize,
analyze and accumulate knowledge from their working process. This way each
lesson is really engaging for the students because the problem they are dealing
with is a real problem.
2.3.3. Group division, order task and deadline.
- Divide class into 4 groups
- Task: In a week
+ Group 1: Using cans and tins to make things (the leader: Tung, the secretery:
Hung)
+ Group 2: Using old clothes make things (the leader: Thu, the secretery: Ngan)

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+ Group 3: Using old paper to make things (the leader: Nhi, the secretery: Anh)
+ Group 4: Using plastic to make things (the leader: Tu, the secretery: Nhung)
2.3.4. Procedure
When teaching, I use project based teaching method combinates with
applying the interdisciplinary knowledge and creative experiential activity in the

following parts:
1. Warm up
+ Integration with physical education, Art and Music: Teacher comes in class
and greets, then asking: “Would you like to sing and dance?” to lead in.
- Ask student listen to the song: ‘Reuse reduce and recycle” and dance
following the lyrics of the song to not only give students a movement in the
class to avoid sitting so long, but also develop listening skills, have awareness of
protecting the environmentand especially create an exciting atmosphere for
students to study better.

Teacher and Ss act like the lyrics of the song “Reuse reduce andrecycle”
- After hearing the song, teacher asks students the question: What is the
song about? to lead in the new lesson
2. In introduce new language
+ In this activity teacher uses the Integration with Computer Science,
Literature 8: “Bài 10: Thông tin về ngày trái đất năm 2000”, English 9 - Unit 6:
The environment, English 8 - Unit 10: Recycling, Experiential activity 6: “Bài 7:
Thách thức của thiên nhiên”, Literature 6.
- Use the knowledge of above lesons to tell the class about the environment
nowaday. “As we all know, our environment is seriously polluted. It directly
affects the health of all species. Protecting the green - clean - beautiful living
environment is a matter of concern for the whole world. There are many global
or regional conferences that have been held to discuss and find a solution to the
current serious environmental pollution problem. In recent years, terrible and
terrible natural disasters such as earthquakes, tsunamis, forest fires, floods...
have occurred continuously, proving that mother nature is angry and punish
mankind for these actions which are intentionally infringing upon and break the

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law of ecological balance (While speaking, teacher shows the class some
pictures about the anger of nature.)

The anger of the Nature
- Ask students to watch a video: “Why we need to stop plastic pollution”
- Request them to take notes the 10 tips while watching.
- Have Ssl write them on the board
- Lead in the lesson about imperatives
3. Production
+ Ask the four groups to show the class the result of the project which
they have been required by the teacher (Work in groups to reuse trash to make
things) and give the class product presentations

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Students of group I show and present the class the result of their project

Students of group II show and present the class the result of their project

Students of group III show and present the class the result of their project

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Students of group IV show and present the class the result of their project
4. Homework.
+ Integration with Art and Literature 6
After the lesson, students are asked to use literary knowledge to write a short
paragraph to tell how to save the Earth. Hand in in two days, try to decorate their
hand writing paper as beautiful as possible (home work).

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Some products of students after learning the lesson
THE LESSON PLAN APPLIES THE NEW METHOD
UNIT 6: COMMUNITY SERVICES
Lesson 2 - Part 2 (Page 50) - Grammar
(I learn Smart World)
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use positive and negative imperatives to give instructions, orders, or advice
2. Ability
- improve knowledge, speaking and writing skills
- develop the ability to communicate and cooperate with their friends, to self –
study

- improve their art and crafts
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities, especially about the topic “Community
services” conducted by the teacher
- have awareness of protecting/ saving the environment
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
*Teacher:

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- Collect materials on the internet, consult teachers to teach subjects:
Physical Education, Music, Literature, Art, Literature ... to have the necessary
knowledge to integrate student education through practice talking about the
topic of protecting the environment.
- Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/ TV, speakers, DCR & DHA on EDUHOME,
handouts…
*The student:
- Textbook
- Markers
-Project’s products...
III. PROCEDURES
A. Warm up (9’)
a) Objective:
To review the previous lesson (how to save the environment), give
students a movement in the class to avoid sitting so long, develop listening
skills, have awareness of protecting the environmentand especially create an

exciting atmosphere for students to study better and lead in the new lesson
b) Content: Sharing/ collecting ideas about how to save the environment
c) Product: Students can use what they have learnt in the previous lesson in
communication.
d) Competence: Collaboration, communication, observation, notetaking,
creativity
e) Organization of the activity:
Teacher’s activities
Students’ activities
* Option 1:
+ Integration with physical education, Art and
Music : Teacher comes in class and greets, then
asking: “Would you like to sing and dance?” to
lead in

- Have Ss listen to the song: ‘Reuse reduce
and recycle” and dance following the lyrics of the

* Option 2:
Integration with Computer Science, Literature
8: “ Bài 10: Thông tin về ngày trái đất năm
2000”, English 9 - Unit 6: The environment,
English 8 - Unit 10: Recycling, Experiential
activity 6: “Bài 7: Thách thức của thiên nhiên”,

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- Act as the teacher
- Listen, sing and dance.

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Literature 6.
- The teacher uses the knowledge of above
subjects to tell the class about the environment
nowaday (While speaking, teacher shows the
class some pictures about the pollution and the
anger of Nature)

- Listen as well as watch

- Have Ss watch a short video about tips to save
the environments: “Why we need to stop plastic
pollution”
- Request them to take notes the 10 tips while
watching.
- Have S write them on the board
- Lead in the lesson about imperatives
/>4_E (Min. 1:00 to Min 2:37)

- Watch video

- Record
the
tips
presenting in the video
- Write them on the board
B. New lesson (32’)
❖ Introduce new language
a) Objective: To use positive and negative imperatives to give instructions,

orders, or advice.
b) Content: Listening and repeating.
Filling in the blanks with positive and negative imperatives.
Rewriting the sentences as negative or positive imperatives.
Saying the sentences with a partner.
c) Products: Students can use imperative to give instructions, orders, advice.
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher’s activities
Students’ activities
a. Listen and repeat.
( * Presentation:
- Have Ss look at the picture and listen to - Listen to the grammar explanation
the conversation (CD 2- Track 07)
and copy the form, usage and
- Have Ss study the form (positive and
examples to the notebook

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negative), the usage and examples of
imperatives
- Give Ss more examples

b. Fill in the blanks with positive or
negative
imperative statements.
* Practice:

- Have Ss fill in the blanks with positive or
negative imperatives
- Have Ss cross check the answers with a
partner and then the whole class
- - Give feedback and correct if necessary.

c. Rewrite the sentences as negative or
positive imperative statements.
- Have Ss read the instruction and the
example
- Give Ss time to rewrite the sentences
- Have Ss work in pairs to check answers
- Check answers altogether
- Give further explanation if necessary
- Give feedback and correct the answers.
d. Practice saying the sentences
Playing game: Chain game
- Divide the class into two groups to play
chain game about “How to save the
Earth?”
Teacher says “Don’t use plastic bags”
- Which group says more sentences than
other wins the game
- Give feedback
- Award gift for the winner
*Production:
- Ask the four groups to show the class the
result of the project

skkn

* We use imperatives to give
instructions, orders, commands,
requests, warnings, suggestions, ...
- Positive imperatives:
Ex1. Recycle bottles and cans.
Ex2: Reuses glass bottles and jars.
- Negative imperatives
Ex1: Don't use plastic bags.
Ex2: Don't throw away old glass.
- Listen and repeat

- Read the sentences and fill in
individually.
- Check their answers with their
partners.
- Check answers as a whole class.
* Answer keys.
2. Reuse 3. Recycle 4. Pick up
5. Reuse 6. Don't throw away
- Do the task individually.
- Check their answers with their
partners.
- Check answers as a whole class.
- Write the sentences on the board.
- Work in pairs
- Share their ideas with the class
- Play the game in two groups
- One from group A says “Don’t
use plastic bags; .............. ”

one from group B
“..............;..........”


19

- Give the class the presentation of
project’s products

C. Consolidation (2’)
Summarize the positive and negative imperatives
D. Homework (2’)
- Practice speaking: Using positive and negative imperatives to give instructions,
orders, or advice about how to save the environment.
- Do exercises: Grammar a, b page 36 (workbook)
- Use literary knowledge to write a short paragraph to tell how to save the Earth.
Hand in in two days, try to decorate their hand writing paper as beautiful as
possible

2.4. Efficiency of the study
2.4.1.The result

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20
In this school year, I have been teaching English class 6A. In every period
of teaching, I always use project teaching method combinates with applying the
interdisciplinary knowledge and creative experiential activity. I found that this
method learning English not only in the classroom but also at anywhere has

provided the students with the comfortable and effective ways of learning. The
students feel excited and they are eager to wait for English classes. They can
understand the lessons more deeply and more naturally. They either speak
English in the class or outside the school confidently. Based on the results of the
students’ learning, I have the results of testing of the students in class 6B which
I didn’t use this method to compare to the the results of testing of the students in
class 6A which was used this method in teaching at Nga Tan secondary school
in this school year after the lesson: Unit 6: Lesson 2.2- English 6 (I learn smart
world) the result as follows:
Class

Excellent
10

%

Good

%

6A

Number
of the
students
37

Percentage

27,0

13

35,1

Average
14

6B

36

4

11,1

7

19,4

23

%

Bad
37,9
0

%

63,9

5,6

2

0

2.4.2. The meaning of the research topic.
From the reality of teaching and the learning of students, I once again
affirm that using project based teaching method combinates with applying the
interdisciplinary knowledge and creative experiential activity is a solution for
the most effective learning process has been effective clearslattractive, inspiring
students, helping them actively take the initiative in thinking and acquiring new
knowledge. If teaching by the old method, students are often mind
communicating, then when implementing this project, it has created a lively
learning environment, students are bold and confident in communication,
especially their ability to use fluently. However, in order to successfully
implement “using project based teaching method combinates with applying the
interdisciplinary knowledge and creative experiential activity” into teaching
English requires teachers to constantly self-study, self-foster, improve their
knowledge many other fields and subjects can be delivered to students in a
flexible, creative and effective way. I plan to continue this project in the 2022 2023 school year and the following years for my students who are currently
teaching.
The above is my test lesson with the help of the peer teachers. Looking
forward to the support and contribution of the teachers and teachers, I will
improve this lesson.
3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion
With the basis of a qualitative study, it is safe to say that the answers to

the research questions are satisfactory. However, the limitations of the present
study should be mentioned:

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21
The time of the current study might not be long enough for conducting the
research to cover all the students. Here, the writer only concentrates on 37
students. This also contributed to the writer’s failure to see the satisfaction in
students' learning.
3.2. Recommendations for further research
Based on limitations of this study, some suggestions for future studies are
proposed. Further studies can be conducted with a longer time frame with the
expansion in finding more effective methods to teach English effectively for
students at secondary schools. For the materials, future study is suggested to be
carried out with the deep and careful investigation into students’ taste of
different genres.
In addition, it is suggested that the stakeholders especially the principal of
Nga Tan secondary School should provide teachers with more opportunities to
encourage all students to learn English.
Nga Tan, April 8th, 2022
CONFIRMATION OF
STATEMENT OF AUTHORSHIP
THE HEAD MASTER OF I hereby acknowledge that this study is mine.
NGA TAN SECONDARY
The date and findings discussed in the thesis
SCHOOL
are true, used with permission from associates
and have not been published elsewhere.

Writer:

Nguyen Xuan Quy

Trinh Thi Ha

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22
4. REFERENCES
1. Journal of Education.
2. Circular No. 41/2010 / TT-BGDDT, December 30, 2010 of the Ministry of
Education and Training - Issuing High School Charter.
3. Charter junior high school, secondary school and high school have many
grades, issued together with Decision No. 07.2007.QD-BGDDT 02.4.2007 of
the Minister Ministry of Education and Training.
4. English textbook 6( I-learn smart world)
5. English teacher books 6 (I-learn smart world)
6. Some websites
/> /> /> />e123.blogspot.com//
5. APPENDICES
There is a video contained in the link following as a proof for my experience
initiative
/>
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23
DANH MỤC

CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT
VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN
Họ và tên tác giả: Trịnh Thị Hà
Chức vụ và đơn vị công tác: Giáo viên Trường THCS Nga Tân

TT

1

2

3

4

5

6

7

8

Tên đề tài SKKN

Áp dụng phương pháp mới vào dạy
phần từ vựng cho hs lớp 7 môn tiếng
Anh ở trường thcs Nga Tân
Áp dụng phương pháp sử dụng tranh

để dạy từ vựng cho hs lớp 7 môn tiếng
Anh ở trường thcs Nga Tân
Áp dụng phương pháp mới vào tiết
dạy tiết đọc môn Tiếng Anh lớp 9 ở
trường THCS Nga Tân.
Sử dụng một số trị chơi ngơn ngữ
giúp học sinh học tốt môn Tiếng Anh
8 ở trường THCS Nga Tân.
Củng cố ngữ pháp Tiếng Anh cho học
sinh lớp 9 thông qua tiết dạy
Language focus
Áp dụng kĩ thuật dạy tiếng Anh nhằm
nâng cao hiệu quả tiết nghe hiểu cho
học sinh lớp 8 ở trường THCS
Phát triển kỹ năng viết cho học sinh
giỏi lớp 9 ở trường THCS Nga Tân
bằng việc thực hành một số dạng viết
luận tiếng Anh
“Applying
the
interdisciplinary
knowledge to teach the Section: Speak
- unit 1- English 8 for students in
grade 8 at Nga Tan secondary
school”.

skkn

Cấp
đánh

giá xếp
loại
(Phòng,
Sở,
Tỉnh…)

Kết
quả
đánh
giá
xếp
loại
(A,B
hoặc
C)

Năm học
đánh giá xếp
loại

Phòng

C

2008 -2009

Phòng

C

2009 – 2010

Phòng

B

2010 – 2011

Phòng

B

2012 - 2013

Phòng

B

2013-2014

Phòng

B

2014-2015

Sở

C

2015-2016

Sở

B

2018-2019