Skkn applying pbl in teaching project lessons tieng anh 11, education publishing house

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN
TRƯỜNG THPT HÀ HUY TẬP

Sáng kiến kinh nghiệm

APPLYING PROJECT BASED TEACHING IN TEACHING
PROJECT LESSONS, TIENG ANH 11, EDUCATION
PUBLISHING HOUSE

Người thực hiện: Lê Thị Mai Hương
Chức vụ: Giáo viên- Tổ: Ngoại Ngữ- Văn
Đơn vị: Trường THPT Hà Huy Tập

Vinh, tháng 3 năm 2021
*******

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TABLE OF CONTENTS
Contents

Page

I- INTRODUCTION……………………………………………

1

1. Rationale……………………………………………………...

1

2. Aims of the study…………………………………………….

1

3. Objects of the study…………………………………………..

2

4. Methods of the study…………………………………………

2

II- CONTENTS OF THE STUDY……………………………...

2

1. Theoretical background………………………………….

2

2. Practical background…………………………………….

3

3. Applying PBL in teaching English …………………….

5

4. Results of applying method……………………………..

17

III- CONCLUSION……………………………………………

20

Reference books
Appendix 1: PROJECT TEAM WORK PLAN
Appendix 2: GUIDELINES FOR POSTER LAYOUT
Appendix 3: GUIDELINES FOR ORAL PRESENTATION
Appendix 4: CHECK LISTS FOR POSTER
Appendix 5: ASSESSMENT FOR GROUPWORK SKILL
Appendix 6: TEACHER AND PEER’S ASSESSMENT

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I- INTRODUCTION
1. Rationale
Today the demand for English to study, research, work and live in the
domestic and international conditions is increasing in both quantity and quality.
Especially, in the context of rapid and deep integration as today, the need
becomes even more urgent for not only individuals but also the whole nation.
The needs of teaching and learning foreign languages require a
comprehensive change in all levels of education, disciplines, materials, facilities,
methods and motivational attitudes of all participants in the process of teaching

and learning foreign languages, in English. Facing such demands, the Ministry
of Education and Training has implemented the project of foreign language
2020 according to Decision No. 1400 / QĐTTg (Decision of Prime Minister)
dated 30 September 2008. The project has set the overall goal of
"comprehensive reform of teaching and learning foreign languages in the
national education system". By 2020 most Vietnamese young people will be
able to use their competence of foreign language confidently in communication,
learning to work in an environment of integration, multi-lingual, multicultural;
Foreign languages become the strength of Vietnamese people, serving the
industrialization and modernization of the country."
To achieve that goal, the Ministry of Education has implemented a number
of specific measures, including changing textbooks as one of the solutions to
help teaching and learning foreign languages have many positive changes.
The new English book 11 is one of the pilot materials in some high schools
nationwide. In the book, the difference from the old one is the Project section at
the end of each unit.
To better understand the methodology of project-based teaching, as well as
to maximize the effects it brings, I forcefully chose and applied Project based
learning (PBL) in teaching Project lessons in English textbook, Education
Publishing House, with the aim of enabling my students to “experience what
they are learning about and the opportunity to relect on those activities”
(Silberman, 2007:8).
In what follows I shall concentrate on “Applying PBL in teaching Project
lessons Tieng Anh 11, Education Publishing House”, but many of the points
apply to other languages, too.
2. Aims of the study
This paper endeavors to demonstrate the value of PBL in ELT in general
and English teaching in particular. Therefore, my theme focuses on making clear
about some issues below:

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- What is PBL?
- Why is PBL?
- How is PBL applied?
3. Objects of the study
This study was carried out at Ha Huy Tap high school that teaches
ESL.The participants were 11th grade students. In total, 100 students took part in
this study, all of them have fulfilled English text book 10 in the previous school
year.
4. Methods of the study
My study is conducted by qualitative methods in order to collect a number
of information, compare, and then, analyse data. By using the combination of
these methods, my theme will make clear the questions in this topic, and reach
effectively the targets of the essay.
II- CONTENTS OF THE STUDY
1. Theoretical background
According to Wikipedia, Project-based learning (PBL) is a studentcentered pedagogy that involves a dynamic classroom approach in which
students acquire a deeper knowledge through active exploration of real-world
challenges and problems.[1] Students learn about a subject by working for an
extended period of time to investigate and respond to a complex question,
challenge, or problem.[2] It is a style of active learning and inquiry-based
learning.
The experience of thousands of teachers across all grade levels and subject
areas, backed by research, confirms that PBL is an effective and enjoyable way
to learn - and develop deeper learning competencies required for success in
college, career, and civic life. Why are so many educators around the

world interested in this teaching method? The answer is a combination of
timeless reasons and recent developments.


PBL makes school more engaging for students. Today’s students, more
than ever, often find school to be boring and meaningless. In PBL, students
are active, not passive; a project engages their hearts and minds, and provides
real-world relevance for learning.



PBL improves learning. After completing a project, students understand
content more deeply, remember what they learn and retain it longer than is
often the case with traditional instruction. Because of this, students who gain
content knowledge with PBL are better able to apply what they know and
can do to new situations.

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

PBL builds success skills for college, career, and life. In the 21st century
workplace and in college, success requires more than basic knowledge and
skills. In a project, students learn how to take initiative and responsibility,
build their confidence, solve problems, work in teams, communicate ideas,
and manage themselves more effectively.



PBL helps address standards. The Common Core and other present-day
standards emphasize real-world application of knowledge and skills, and the
development of success skills such as critical thinking/problem solving,
collaboration, communication in a variety of media, and speaking and
presentation skills. PBL is an effective way to meet these goals.



PBL provides opportunities for students to use technology. Students are
familiar with and enjoy using a variety of tech tools that are a perfect fit with
PBL. With technology, teachers and students can not only find resources and
information and create products, but also collaborate more effectively, and
connect with experts, partners, and audiences around the world.



PBL makes teaching more enjoyable and rewarding. Projects allow
teachers to work more closely with active, engaged students doing highquality, meaningful work, and in many cases to rediscover the joy of learning
alongside their students.



PBL connects students and schools with communities and the real
world. Projects provide students with empowering opportunities to make a
difference, by solving real problems and addressing real issues. Students
learn how to interact with adults and organizations, are exposed to
workplaces and adult jobs, and can develop career interests. Parents and
community members can be involved in projects

2. Practical background
It is a matter of fact that TIENG ANH 11 is the second of a three-level
English language set of textbooks for the Vietnamese upper secondary school. It
follows the systematic, cyclinical and the theme-based curriculum approved by
the Ministry of Education and Training on the 23 rd November 2012. The aim of
this set of textbooks is to develop students’listening, speaking, reading and
writing skill with a focus on communicative competence so that when finishing
upper secondary school, they will have achieved level three of the Foregn
Language Proficiency Framework for Viet Nam (Equivalent to B1 in the
Common European Framework of Reference for Languages).
GETTING STARTED contains a menu listing and the skills taught in the
unit, a conversation introducing the overall topic of the unit, some topic-related
vocabulary and the main grammar points, a number of activities to check’s
students’ comprehension and provide practice of the teaching points in this
section.

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LANGUAGE includes Vocabulary, Pronunciation as well as Grammar.
Vocabulary give in- depth practice of the words and phrases presented in
GETTING STARTED and additional vocabulary for use later in the unit.
Pronunciation include aspects of pronunciation that can be problematic to
Vietnamese students such as sound clusters, weak form, stress patterns and
intonation. Grammar introduce and practice the main grammar points in focus.
They are presented in meaningful contexts and follow the thre- stage approach
to language teaching.

SKILLS includes Reading, Speaking, Listening and Writing. Reading
contain a topic- related reading text developed to suit students’ interest and age.
The vocabulary and grammar points learnt in the previous sections are recycled
in the reading text. The text also provide an imput of language and ideas for
students to use in the Speaking, Listening and Writing sub- sections that follow.
Speaking includes three or four activities which are designed and sequenced in a
way that ensures an uninterrupt link between them. Listening consists of four or
five activities which aim to develop listening skills such as listening for general
ideas and/ or litening for specific tinformation. Writing guide students through
the writing process and focus on the specific text types rewuired by the syllabus.
COMMUNICATION AND CULTURE includes 2 sub - sections.
Communication provide language consolidation and free practice of intergrated
skills. This section recycles what students have learnt in the previous sections
and introduces extra vocabulary for extension. The activities are less controlled.
Students are encouraged to express their ideas and opinions freely. Culture
providing information about the ASEAN countries and English speaking
countries around the world connected to the cultural aspects of the unit topic. It
helps students to broaden their knowledge of the world cultures as well as
deepen that of their own Vietnamese culture.
LOOKING BACK offers revision and consolidation of the language learnt in
the unit.
PROJECT is aimed at providing students with an opportunity to apply the
language and skills they have learnt throughout the unit to perform a task in real
– life situation. Students are aked to do survey or carry our research to get
information about their friends, their neighbourhood or to broaden their
knowledge about the real world. The project activities often involve teamwork
which develops team spirit. Much of the work for the Project can be done
outside of class, at home or during break time.
It goes without saying that many teachers have been trying hard to find
suitable and interesting teaching methods for Project and, to a certain extent,

these methods can fulfil the aim of doing a task in real – life situation.
Nonetheless, how will the class be if these methods are applied. Will the
completing tasks in the text book help students learn how to take initiative and

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responsibility, build their confidence, solve problems, work in teams,
communicate ideas, and manage themselves more effectively? Will the students
have chance to build important skills such as critical thinking, problem solving,
collaboration, communication in a variety of media, and speaking as well as
presentation skill? More important, will the students be connected with
comunities and the real world while studying in textbook only?
PBL bearing many good points as mentioned above can bring to a new
change in teaching process. I therefore forcedly implemented PBL in teaching
one of the most practical lessons- Project, of which Unit 1,Unit 6 and Unit 9,
English text book 11, Education Publishing House brought my students as well
as my teaching much joyful experience and core value.
3. Applying PBL in teaching Project lessons, Tieng Anh 11, Education
Publishing House.
The process of PBL can be varied, depending on the real situation in
terms of students’ ability and the content of each unit. I have forcefully and
successfully applied PBL in the following stages:
3.1. Stage 1: Discovering real situation related to the content of the lesson.
Many students find schoolwork meaningless because they do not
perceive “a need to know” what they are being taught. They are unmotivated
when told they will need it later in life or simply because “it’s going to be on the
test”. With a compelling student project, the reason for learning relevant

material becomes clear: I need to know this to meet the challenge I have
accepted.
In this stage, as a classroom teacher, I could powerfully activate my
students’ need to know content by launching a unit in a way that engages
interest and inititates questioning. This could take the form of a lively
discussion.
Also, in this stage, I gave out many driving questions to my students.
Good driving questions capture the heart of the project in clear, compelling
language, giving students a sense of purpose and challenge. The question should
be provocative, open-ended, complex, and linked to the core value of what you
want students to learn.
3.2. Stage 2: Negotiating the Criteria for Evaluation
I and my students decided that the projects should be assessed by
fullfiling the questions in rubrics including self assessment rubric, peer
assessment rubric and teacher assessment rubric (See Appendix 6) and checklist.
(See Appendix 4)
Once the criteria were clearly defined, the students realized that they
might have to be modified in the future.

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3.3. Stage 3: Deploying projects
- Dividing groups
In the first place, I divided my class in to groups of nine, and appointed
the leader of each group.
- Assigning tasks
The group’s leaders assigned the task for each members. In terms of

making a project feel more meaningful to students, the more voice and choice,
the better. The leaders should assign the tasks depending on each member’s
ability. On one end of the scale, groups’ members should also discuss on how to
design, create, and present products. In the middle, I might provide a limited
menu of options for creative products to prevent students from becoming
overwhemed by choices. On the other end of the scale, students could decide
what products they will creat, what resources they will use, and how they will
structure their time. Students could even choose a project’s topic and driving
questions. Basing on the topic in units 9, Cities of the future, my students chose
posters to be their final products. During this stage, students in each group use
the check list (See Appendix 4) and Project team work plan (See Appendix 1)
and Assessment for group work skill (See Appendix 5) to check the work and
3.4. Stage 4: Conducting the project.
A project should give students opportunities to build such 21st century
skills as collaboration, communication, critical thinking, and the use of
technology, which will serve them well in the workplace and life. This exposure
to authentic skills meets the second criterion for meaningful work—an important
purpose. A teacher in a project-based learning environment explicitly teaches
and assesses these skills and provides frequent opportunities for students to
assess themselves.
Being given the Guidelines for poster layout (See Appendix), the students
in each group worked on preliminary sketches until they decided on a final
design. Besides, students gathered information from many resourses such as
websites, newspapers and their real lives. They then compiled imformation,
deciding on what pictures and information to paste on the posters. Finally, they
decided on how and where to put information and pictures on the posters.
During this stage, Check list for poster (See Appendix ) was also used to check
the tasks of all the members.
During this stage, I served as coach, moving from group to group to guide
the students' work. As I did so, I asked myself the following coaching questions:



Do the students have a clear understanding of the task?



Does each student have ownership of her role within the group?

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

Are the students attentive and working together cooperatively?



Are the resources that students use geared to their comprehensive level of
understanding?



Are any groups stumbling in a way that is blocking their work due
to heightened emotions?
My role as coach obtained a clarity of purpose throughout this process.
Prompted by the coaching questions and the checklist, the students used their
own intellects to solve problems while attaining a higher level of learning.
3.5. Stage 5: Presenting the project

In this stage, students became aware of the ways their presentations meet
the criteria of assessment. The teacher-coach using Teacher’s assessment (See
Appendix ), observed how engaged they were in presenting their projects. Each
group in my class showcased its poster to the class, explaining how the product
was achieved as well as presenting the content, the core value of the project. Not
one student was absent on the day of the competition.
3.6. Stage 6:  Reflecting on the Process and Evaluating the Process
In this simulation, the students discussed what they enjoyed about
working in their groups, and how one student's idea would spawn another
student's idea. They discussed what they liked about the materials and what they
found to be frustrating. Students shared their reflections to note what they had in
common and what was special to each group or to each individual personally.
They reviewed the criteria of assessment and discussed how well they met them.
The teacher assessed students’ posters basing on the criteria discussed
before. I used my assessment rubric (see Appendix ), combining with students’
self assessment rubric and peer assessment rubric (see Appendix), to evaluate
student’s work, gave them comments as well as compliments.
Sample 1
English 11, Unit 1: THE
GENERATION GAP, P. 17
(Volume 1)
Project: FAMILY CONFLICTS
The class is divided into groups of 6
to 8. Each group will interview

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Stage 1: Discovering real situation related to the content of the lesson.
- Teacher gives questions for students to discuss
1. What are the conflicts between you and your parents?
2. What are the reasons for those conflicts?
3. What are the solutions?
- Students works in 4 groups and discuss the answers for the questions
- Students take notes
Stage 2: Negotiating the Criteria for Evaluation
Teacher and students decided to use rubrics including self assessment
rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)
and checklist (See Appendix 4)
Stage 3: Deploying projects
- Teacher divides students into 4 groups
- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present
products, what products they will create, what resources they will use, and how
they will structure their time

( The group’s leaders assign the task for each members )

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Stage 4: Conducting the project.
Students gathered information from many resourses such as websites,
newspapers and their real lives. They then compiled imformation, deciding on
who to interview and when to interview and what questions should be used to

make a video.
Stage 5: Presenting the project
- Groups show their video
Stage 6:  Reflecting on the Process and Evaluating the Process
- Teacher asks students’ ideas about the best video
- Teacher assesses students’ doing basing on the criteria discussed before
Link to video:
/>
Sample 2
English 11, Unit 6: GLOBAL
WARMING, P. 17 (Volume 2)
Project: GLOBAL WARMING
The class is divided into groups of 6
to 8. Each group will discuss the
questions given below. Report to

Stage 1: Discovering real situation related to the content of the lesson.
- Teacher gives questions for students to discuss
1. What is the global warming?
2. What cause the global warming?
3. What are the effects of the global warming?
4. What are the solutions?
- Students works in 4 groups and discuss the answers for the questions

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- Students take notes

Stage 2: Negotiating the Criteria for Evaluation
Teacher and students decided to use rubrics including self assessment
rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)
and checklist (See Appendix 4)
Stage 3: Deploying projects
- Teacher divides students into 4 groups
- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present
products, what products they will create, what resources they will use, and how
they will structure their time
Stage 4: Conducting the project.
Students gathered information from many resourses such as websites,
newspapers and their real lives. They then compiled imformation to make
powerpoint presentation.
Stage 5: Presenting the project
- Groups present their ideas

(Group 1 ‘s presentation)

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(Group 1 ‘s presentation)
Stage 6:  Reflecting on the Process and Evaluating the Process
Teacher assesses students’ posters basing on the criteria discussed before
using assessment rubric (see Appendix ), combining with students’ self
assessment rubric and peer assessment rubric (see Appendix), to evaluate
student’s work, gave them comments as well as compliments.

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Sample 3
English 11, Unit 9: CITIES OF
THE FUTURE, P. 57 (Volume 2)
Project:
CITIES
OF
THE
FUTURE
1. Work in groups of four to six.
Discuss and decide on your own
ideal city of the future. You can
expand the ideas you braned

Stage 1: Discovering real situation related to the content of the lesson.
- Teacher asks students to discuss their own ideal city of the future, including
the following points:
1.The city’s name
2. Geographical features: location, area, population, weather conditions

3. Infrastructure: means of transport, environmental conditions, energy
souces, treatment of waster....
4. People’s life and work: education, health care, working hours...
- Teacher asks students to take notes of their group’s ideas and think about how
to organize them.
Stage 2: Negotiating the Criteria for Evaluation
Teacher and students decided to use rubrics including self assessment
rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)
and checklist (See Appendix 4)
Stage 3: Deploying projects
- Teacher divides students into 4 groups

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- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present
products, what products they will create, what resources they will use, and how
they will structure their time

(Students worked in groups of 9)
Stage 4: Conducting the project.
Students gathered information from many resourses such as websites,
newspapers and their real lives. They then compiled imformation to make
powerpoint presentation.

(Students drew their poster)

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Stage 5: Presenting the project
- Groups present their ideas

“MILKY CITY” (Group 2‘s presentation)

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“ ECO CITY”(Group 1‘s poster and presentation)

“TECH CITY” (Group 3‘s poster)

“ CITY ON MARS ” (Group 4‘s poster)

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Stage 6:  Reflecting on the Process and Evaluating the Process
Teacher assesses students’ posters basing on the criteria discussed before
using assessment rubric (see Appendix ), combining with students’ self

assessment rubric and peer assessment rubric (see Appendix), to evaluate
student’s work, gave them comments as well as compliments.
4. Results of applying PBL in teaching speaking skill, English text book 11,
Education publishing house.
In order to assess the effectiveness of applying this method to teaching
unit 9, I have compared my work within 3 classes (11 A1, 11A2, 11 A3, school
year 2020 -2021).
At the beginning of the school- year, before I apply PBL approaching
teaching, I tested attitude of 100 students from 3 classes: 11 A1, 11A2, 11 A3
(in which there were many good students in 11A1 and some in 11A2). The
statistics was shown as follows:
Before the application of PBL

Number of students

Percentage

makes school more engaging for
students

40

40 %

improves learning

11

11 %

provides opportunities for students to
use technology

20

20 %

connects students and schools with
communities and the real world

5

5%

helps address standards (skills such as
critical thinking/problem solving,
collaboration, communication in a
variety of media, and speaking and
presentation skills.

10

10 %

After a year of applying PBL, the result is better:
After the application of PBL

Number of Percentage
students

makes school more engaging for
students

95

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95 %

Compared with
a year ago
increase 55 %

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improves learning

83

83 %

increase 72 %

provides opportunities for students
to use technology

65

65 %

increase 45 %

connects students and schools with
communities and the real world

90

90 %

helps address standards (skills
such as critical thinking/problem
solving, collaboration,
communication in a variety of
media, and speaking and
presentation skills.

95

95 %

increase 85 %

increase 85 %

The result means that the implementation and solutions used in the school year
2017-2018 have brought good effect on students’ learning attitude. Before using
this method, most of my students could traditionally complete all the tasks in the
text book, with the help of their teacher. However, they easily forgot the
vocabularies, the topic as well as the contents of the unit. To a certain extent,

after each lesson, students seemed to know the floating part in an “ice berg”, not
really understand the deeply sinked part in the unit, in other words, it is the core
value of the lesson.

(Class without appying PBL)
It is a matter of fact that when applying applying PBL in teaching in
general and teaching speaking skill in particular, my students enjoyed working

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together to creat their groups’ outcomes, they seemed to be very eager for each
unit because they like dealing new challenges.

(Class with PBL application)
Here, I felt the sense that schoolwork is more meaningful when it is not

(Class with PBL application)

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Here, I felt the sense that schoolwork is more meaningful when it is not
done only for the teacher or the test. When students presented their work to real
audience, they cared more about its quality. Once again, it is the more, the better
when it comes to authenticity and even more important than any other things, all

the students could find out the core value of their projects; that is: “To make a
city liveable and sustainable, it is our responsibility”- for example.
Additionally, all the students in my class also had the chance to express their
wish in the name of the cities such as: “MILKY CITY” (Group 2); “ECO CITY”
(Group 1); “CITY ON MARS” (Group 4); “TECH CITY” (Group 3)
III- CONCLUSION
1. Conclusion
Teaching method is a product connecting theory and practice in order to
help students acquire knowledge, practice their skills and solve the problems.
Changing teaching method, according to me, firstly is changing the phylosophy
of teaching. By the end of the lesson, students can find out the core value of the
problem and apply them in to their real life. Besides, changes is also shown as
the role of the teacher from the provider into a consultant; students will fulfil the
demand of knowledge themselves. It is clearly that in my class, with PBL, each
unit indeed is appealling to students because they are solving their real-problem
in their life. When students practice decision making and deductive reasoning
and are exposed to examples from real life, they are able to expand their skills,
evaluate their options, and think critically. The activities in this section help
students visualize how events actually unfold by having students conduct
research, discuss and write about the material, collect or draw illustrations, and
reflect on their work. Students learn from each other by analyzing and
synthesizing material, reinforcing main points, and moving information from
short- to long-term memory. Most importantly, students content- basedly talk
and write for a purpose, because their work is often presented in front of their
peers.
I myself find it is relaxing to be a facilitator, an adviser, a coach, a co-learner
instead of being a translator and a leader, for all the activities in the classroom.
PBL is a dynamic approach to teaching in which students explore realworld problems and challenges. With this type of active and engaged learning,
students are insprired to obtain a deeper knowledge of the subjects they’re
studying. When designing or planning projects the work or task is meaningful if

it fulfills two criteria. First, students must perceive the work as personally
meaningful, as a task that they want to do well. Second, a meaningful project
fulfills an educational purpose.
2. Suggestion

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Basing on practical teaching English text book 10, 11, 12 Education
Publishing House, I suggest that there should be no multiple choice questions in
examinations in order to assess the real ability of students and to avoid
students’ laziness.
This is my little experience in finding methods to help students find
learning is acquiring actively by themselves. I hope that you will use these
hands-on, interactive strategies to motivate and engage your students, and to
foster an environment that makes learning fun. I hope to receive your reading
and comments as well as contribution to make this theme more perfect so that it
can be applied widely.
Thanks for your reading!

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REFERENCES
Bibliography:
1. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of

Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
2. Silberman, M. (2007). The Handbook of Experiental Learning. San
Fransisco: Pfeiffer.
Webliography:
1.  Project-Based Learning, Edutopia, March 14, 2016. Retrieved 2016-0315
2.  What is PBL? Buck Institute for Education. Retrieved 2016-03-15
3. />confintea/pdf/press/confinteavi_statement_delors_en.pdf
4. />
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