Skkn enhancing education about sense of humanity through applying project based learning in teaching english for the grade 10 students at nguyen xuan on high school

TABLES OF CONTENT
PART I

INTRODUCTION

I. Reasons for the study
II. Aims of the study
III. Methods of the study
IV. Scope of the study
V. New features in the study
PART II

CONTENT

I. Theoretical background
1. Sense of humanity
1.1. Definition of sense of humanity
1.2. The importance of sense of humanity
1.3. Which parts of humanity students should have
2. Project-based Learning
2.1. Definition of Project-based Learning
2.2. Principles in teaching Project-based Lessons
2.3. Steps in teaching Project-based Lessons
2.4. Benefits of Project-based Learning.
3. Research context
3.1. Setting and Participants
3.1.1 Setting
3.1.2. Participants
3.2. Textbook and materials
4. Data analysis and discussion
4.1.1. Students’ attitude towards project – based lessons

4.1.2. Students’ difficulties in learning project – based lessons
4.1.3. Students’ attitude towards sense of humanity
II. Solution

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1. Activities to stimulate students’ kindness
1.1. Sample 1: stimulate students’ kindness to themselves
1.2. Sample 2: stimulate students’ kindness to family
1.3. Sample 3: stimulate students’ kindness to community
2. Activities to stimulate students’ respect
3. Activities to stimulate students’ understanding and sharing
III. Results and comments
PART III

CONCLUSION

1. References
2. Appendices

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PART I

INTRODUCTION

I. Reasons for the study
In 2019, Ministry of Education and Training enacted the new education program with
new textbook which is focused on five attributes and ten competences. The purpose of
this program is to help students to master general knowledge and effectively apply it to
life; self-study and form a good personality. One of the five attributes that students are
expected to complete is sense of humanity, an important factor to become a good
person.
At school, students almost learn sense of humanity at certain subjects such as
Literature, Civic Education, History and so on. English seems to be a subject which is
unclearly emphasized on it. Students always believe that they will learn about
something related language such as listening, speaking, reading and writing skills in
English, not about something to form sense of humanity to be a good person. As an
English teacher, I personally think that I need to do something to make English become
one of the subjects mainly focusing on sense of humanity as the requirement of
Ministry of Education and Training in the new education program.
Besides, many of students show their emotionlessness with life, even with bad things.
For example, students at my school were very emotionless in school violence. In spite
of advising or preventing their friends from fighting, they were eager to cheer and
encourage. In addition, students nowadays feel more interesting in virtual life than real
life. Some of my students always spent much more time on searching Facebook and
playing games than doing something meaningful in life. They seem to be more
indifferent to themselves, their family and community. As a result, lack of humanity is
gradually formed in their attitude. These things made me worried and thought that it is
educating students’ humanity that is an extremely important factor to emphasize in
every lessons in general and English lessons in particular.
It is undeniable that Project Based Learning offers students more opportunities to apply
their English to real life. Students are expected to synthetize knowledge from various
fields of study and use their creativity to get more practical experiments through

implementing projects. They can actively search the information, work in groups with
friends, make presentations and evaluate issues which happen in reality. Therefore,
Project Based Learning is the most potential method to help improve students' sense of
humanity. By taking its advantages, I can combine teaching language skills with
improving my students' sense of humanity.
For the reasons above, I have carried a study which has changed the ways we used to
teach project lessons with the topic “ENHANCING EDUCATION ABOUT SENSE
OF HUMANITY THROUGH APPLYING PROJECT-BASED LEARNING IN

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TEACHING ENGLISH FOR THE GRADE 10 STUDENTS AT NGUYEN XUAN
ON HIGH SCHOOL”. It is hoped that this study will provide classroom English
teachers with a deep understanding about the importance of humanity in educating
students and help our students to become kinder, more respectful, understanding and
sharing with their community, their family and themselves.
II. Aims of the study
This study is aimed at giving solutions to emphasize on educating students’ sense of
humanity by using Project-based learning method. The activities are adapted to offer
students opportunities to learn about sense of humanity and apply it in the real life.
Besides, each task was designed to be suitable with the topic and the reality in local
areas and hot facing issues in society. From that, it is expected that students will
change their attitude toward educating sense of humanity and learning project lessons
and adjust their behaviors themselves in real life. Simultaneously, English teachers will
fully comprehend the importance of humanity in educating students and using
effectively Project – Based Learning to enhance it.
III. Methods of the study

The study was based on the basis of material collection, survey questionnaire and class
observation to discover whether combining Project-Based Learning with educating
sense of humanity has a positive effect on students and promote their motivation of
becoming a good person. Data collection instrument was used to gather information
about the students involved and evaluate how the progress of the students was and how
much they changed when they were educated much more about humanity in project
lessons.
IV. Scope of the study
In this writing, I would like to share my suggestions that have been gathered in my
during preparing lessons, on adapting activities in 5 project lessons in Tieng Anh 10
textbook. The aim is to use Project Based Learning to educate sense of humanity for
10A2 students at Nguyen Xuan On high school within the duration of seven months,
from the beginning of the school year to the middle of the second term.
V. New features in the study
My study is carried with a wish to help students become kinder, understand and share
with others’ difficulties, respect the differences in gender by using Project Based
Learning as a tool to express their thinking, belief and awareness and also to display
their improving behavior. My innovation is emphasizing educating students’ sense of
humanity in English lessons, which has not been highly focused so far. This is also one
of the integrated approaches to meet the target of the new education program enacted in
2019 by Ministry of Education.

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PART II

CONTENT

I. Theoretical background
1. Sense of humanity
1.1. Definition sense of humanity
Humanity means three different things: a species; a behavior, and a global identity. In
this study, I want to emphasize on the second meaning - a behavior. Humanity in this
sense is human’s behavior that cares for other humans and treats humanely in
relationships of mutual respect. It is a word for the qualities that make us human, such
as the ability to love and have compassion and not be a robot or alien.
Sense of humanity is defined to base on the above meaning of humanity, related to
understanding, sharing and kindness toward other people. It is also used to describe a
person's capacity to offer care, respect, show love, forgiveness, as well as the ability
to promote genuine harmony and continuity throughout the wider human system.
1.2. The importance of sense of humanity
Sense of humanity is always considered as an important part not only to develop and
complete a person but also to measure of civilization and social progress. In Vietnam,
it has always been a precious tradition, which passed from generation to generation.
Sense of humanity is the main standard of morality that helps shape the ethical
foundation. At school, the students well educated sense of humanity will implement
their responsibility in their best ways and become good students contributing greatest
to their family and society. Moreover, educating sense of humanity has played an
extremely crucial part in forming student’s awareness, emotion and behavior.
Especially in the current state which has many more complexing situations of
morality of young people, emphasizing sense of humanity is one of the most urgent
duty that teachers need to do.

1.3. Which parts of humanity students should have
Students are expected to achieve some core values of sense of humanity when they are
studying at school. They are:
- the value of kindness
- the value of respect
- the value of understanding and sharing
2. Project-based Learning
2.1. Definition of Project-based Learning

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According to Robert Schuetz (June 01, 2018) in ‘Project-Based Learning: Benefits,
Examples,
and
Resources’,
Project-based
learning is
an
instructional approach designed to give students the opportunity to develop knowledge
and skills through engaging projects set around challenges and problems they may face
in the real world. Project-based learning, or PBL, is more than just projects.
Project-based learning or PBL, is a learner-centered method of learning.  It uses
problems or projects to help learners to rise from the low levels of learning to the high
standard of learning which include analysis, synthesis and evaluation.  It uses projects
to facilitate learning and assess students' competence. It is a kind of independent
learning. 
Students use technology and inquiry to respond to a complex issue, problem or

challenge.  It is not a teacher-based learning method.  PBL focuses on student-centered
inquiry and group learning. The teacher plays the role of a facilitator, adviser and
checker.  Projects vary in length, from several days to several weeks or even a
semester. PBL can be effective at all grade levels and subjects, and in career/technical
education,
after
school
and
alternative
programs.
Project-based learning method emphasizes long term learning objectives.  This
approach is less structured than traditional, teacher-led classroom activities.  In a
project-based class, students often must organize their own work and manage their own
time.  Within the project-based learning framework, students collaborate working
together to make a sense of what is going on. 
Teachers can use PBL as a method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to an authentic,
engaging and complex question, problem, or challenge.
2.2. Benefits Project-based Teaching Method
Applying project-based learning benefits students a lot with a greater depth of
understanding of concepts, broader knowledge base, improved communication and
interpersonal/social skills, enhanced Leadership skills, increased creativity and
improved writing skills. Students can work together to solve real-world problems in
their schools and communities. Successful problem-solving often requires students to
draw on lessons from several disciplines and apply them in a very practical way. The
promise of seeing a very real impact becomes the motivation for learning.
Project-based learning is good for teachers as it can help prevent teacher burnout –
a very real condition that affects teachers all over the world. It can be more
rewarding for teachers to see students take ownership over their work and watch
them develop their own learning habits. Teachers are also able to express their own

creativity and encourage them to be more innovative when coming up with project

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concepts. For certain students, determining whether they are developing at the same
rate as their peers and acquiring the skills required can be a challenge.
In the scope of education students’ sense of humanity, Project Based Learning
offers students with many opportunities to bring the humanity task to the real life,
get their practical experiment which is more valuable than just reading or do
something on papers. It helps students to improve in teamwork, problem solving,
research gathering, time management, information synthesizing, utilizing high tech
tools which are 21st century skills. It is also an efficient tool to support their ability of
planning, critical thinking, reasoning, and creativity
For teachers, Project Based Learning provides them with a deep understanding about
the student’s
2.3. Principles in teaching Project-based Lessons
According to John Larmer, Suzie Boss (ASCD 2015), there are some essential principles
in teaching project-based lessons.
- The project is learner-driven and gives learners choice
It is vital that teachers trust in their learners’ ability to complete the project and that
they provide positive reinforcement and support to learners. Giving up a measure of
control is essential if the learners are to fully benefit from the experience and claim
ownership of the project. Learner-choice does not imply total learner freedom as the
project operates within the expectations of set outcomes and standards of work. Within
these parameters learners are encouraged to explore their own solutions and ways of
working.
- The project is realistic

The project and the methods employed to reach its resolution should relate to
authentic, real-life scenarios. The problem or question may be directly relevant to
the learners’ life, that of their wider community or their potential future lives. Our
driving question was one that was relevant to the learners’ academic and future
professional lives. The method of obtaining and communicating the information, a
research project leading to a public poster presentation, was based around real-life
scenarios that the learners will encounter in their upcoming undergraduate studies.
- The project embraces teamwork and collaboration
PBL is a team-centered activity which encourages learners to form communities of
enquiry to answer their question or solve their problem. Successful teamwork requires
many skills and attitudes and implicit in the nature of teamwork is that different
members bring different attributes to the team and the project leading to its success.
The team-based nature of the project and its outcome need not stop the individual

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assessment of learners and certainly some will bring more to the project than others.
It therefore needs to be considered how the information will be captured to make
these assessments and the rubrics produced should reflect this.
- The project requires high quality work
There is an expectation in PBL, reinforcing the message of the growth mindset, that
learners expand effort and apply themselves to produce work that leads to high
quality outcomes. Teachers should positively reinforce these virtues and acknowledge
the positive outcomes that result and should trust in learners’ abilities to achieve
them. The public, real-life nature of the outcomes is another driving factor
encouraging high quality work. Project rubrics should emphasize the expected
quality of the work, teamwork and crucially the public nature of the outcome.

- The project provides a public forum for the project outcome
Learners are asked to apply themselves to the project over an extended period of time,
to produce an authentic, high quality outcome. It is only fitting, and motivating, that
their work and application be acknowledged and celebrated publicly and the learners
are able to present work that they can take pride in. This is the authentic outcome of an
authentic task. The public display and recognition of the work also shares the message that
the teachers and the institution value the principles of learner-centeredness embedded in
the project.
2.4. Steps in teaching Project-based Lessons
There are 4 steps in teaching Project – based lessons
Step 1: Preparation for the project
Teacher’s activities

Student’s activities

- Design a project based on the topic and -Work in groups to discuss a project
the reality of the students
topic.
- design the tasks for students

- Make a project plan

- Prepare documents as well as - Identify tasks, expected time, materials,
conditions in practice to support students expense,
methods,
and
team
to implement the project
assignments.
- prepare reliable sources of information

for project implementation.
- discuss with the teacher to find out the
evaluation criteria.

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Step 2: Implementing the project
Teacher’s activities

Student’s activities

- Monitor, guide and evaluate students in - Divide the tasks for each team
the implementation process
members to implement the project
- Prepare facilities and create good - Collect and analyze the collected
conditions for students to implement the information.
project.
- Form product or report.
- Initially adopt the final products of the - Contact, find help if necessary
groups of students.
- Regularly feedback and inform
teachers and other groups.
Step 3: Reporting the project
Teacher’s activities

Student’s activities

- prepare facilities for the project report.

- Choose the groups representatives to
- observe and evaluate project products present the results of their team's project
implementation.
of groups.
- Other groups observe to discuss,
- score the project
exchange, comment, and contribute
opinions to the results of group's work
Step 4: Evaluating the project
Teacher’s activities

Student’s activities

- Sum up every evaluation process consisting of a self- - listen and take note for
evaluation, team’s performance and teacher’s experience.
evaluation (evaluation and final product reviews) to
give conclusions about the final results of groups and
each student.
- give comments about the attitude of groups and
individuals.
- give comments on the product quality of the project
implementation groups.

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- give the points to each group;
Bonus points for the individual who has excellent
performances and makes a great contribution to the
success of their team.
- The best products are selected to save in the school
gallery for reference and display on the school
meeting.
3. Research context
3.1. Setting and Participants
3.1.1 Setting
My school is situated in the center of Dien Chau District; so there are a lot of
convenient things for the students here. Most of them have good conditions to live and
learn. Their life enjoyed all the achievements of 4.0 era with social network and
modern technology. They also gain a lot of chances to get knowledge and social skills.
However, there are many problems related to the moral of students. Many students are
very indifferent to society, people and even themselves. They seem to be no feeling of
sympathy and sharing with some situations in society, at school, in class, and even in
their family. For example, some of students prefer seeing other students fighting
together more than preventing or advising them. This can be described as a red warning
for the teachers to educate students’ morality. In addition, sense of humanity is
mentioned in some subjects such as: Literature, Civic Education, History, and so on;
but it is rarely emphasized on English.
This school year is the first time my school has applied the new Tieng Anh 10 textbook
to the curriculum. This new textbook is rather different from the old one with more
than lessons in a unit. The lessons such as Getting started, Communication and Culture
and Looking back and Project are completely new in comparison with the old
textbook. Therefore, all the teaching staff faced with many difficulties when finding
suitable ways to teach students. On the contrary, it is not stranger for the grade 10
students in my school because they have learned the new textbook for 4 years at the
lower secondary school. As a result, the teachers at my school must make every effort

to adapt themselves to circumstances to help students get knowledge in the best way.
3.1.2. Participants
This study included the participation of forty-five students in 10A2 class at Nguyen
Xuan On high school. They are the first students who are following the new English
textbook in this school year. They have learned English for ten years and have accessed
the new textbook at secondary school for four years. Therefore, the form of all the

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lesson in the new text book is not strange for them. Besides, they are grade 10 students
and also the new students at my school. As a result, they should be educated at the first
steps to get a better result in the future.
3.2. Textbook and materials
The textbook used in the study is new English textbook which was published by
Education Publishing House and Pearson. In the textbook, there are 10 units which are
divided in to 5 sections including Getting started, Language, Skills, Communication
and Culture, Looking back and Project. These 10 units are related to 4 themes: Our
lives, Our society, Our environment, Our future. For each topic, related vocabulary and
word studies are presented communicatively. Project lesson is the last lesson in each
unit to provide students a chance to apply their vocabulary, grammar and knowledge
they have learned in the previous lessons to apply in real life. The book “Tieng Anh
10” contains many topics which are close to the students such as: health, body, food,
volunteer work, and so on; but there is no separate part for teaching students the sense
of humanity. Therefore, it is vital for the teacher to adapt or design the activities which
focus on sense of humanity to the lessons and emphasize its importance.
4. Data analysis and discussion.
The total questions which were delivered to the students were divided into two parts.

The first part of these questions were designed to get information about students’
attitude towards project lessons and difficulties they faced with in learning project
lessons. The second part was focused on students’ attitude towards humanity and what
they can learn from humanity to apply in their life. I carried this survey twice. The first
time was at the beginning of the school year, when the students weren’t assessed to the
methods emphasizing on humanity. The second time was at the end of the first
semester when the students were more familiar to the methods emphasizing humanity
in project lessons.
4.1. Students’ attitude towards project lessons
After analyzing the information from the questionnaire, there is a clear result about the
students’ attitude toward learning project at chart 1. In general, most of students had a
positive attitude on learning project lesson with 33 % of the students who find project
lesson very important and 45 % of them feel rather important to achieve it. There are
many reasons they gave to explain their answers. Some of them released it was
interesting to put the theory and what they learned into practice. They found something
new and something more valuable than doing exercises on papers. However, there are
15 % of the students who find them little important, even 7 % of them do not totally
recognize the value of project lessons. They believed that it is more necessary for

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students to learn grammar and vocabulary to do exercises and practice to take exams
than take a lot of time to do something in real life.
As can be seen at chart 2, nearly half of the students (49%) think that project lesson is
interesting while there are only 6% students who feel boring with it. In addition, 40 %
of them find that project lesson is difficult to fulfil while there are 5% of the students
who suppose that it is normal. Therefore, it can be clearly said that the students are

mostly interested in learning project lesson but they also find it really difficult to do it
well.
Chart 1: Students' atitude on
project lesson

very important
little

Chart 2: Students' analysis about
project lessons

rather important
no

interesting
difficult

boring
normal

4.2. Students’ difficulties in learning project lesson.
As shown in chart 3, Students are facing some of the problems when implementing
their project. The highest percentage of difficulties (39%) belongs to ideas to carry out
and present projects. Sometimes they don’t know how to do and where to go to get the
information, statistics and evidence for their project. They also need the teacher or
some tools to support their performance. Time is the second factor (32%) which makes
students try their best to manage. They said that it was hard for all the members in a
group to gather together to get the ideas because all of them had a limited free time in
week, except Sunday. They have to discuss on the Facebook Messenger or Zalo to get
the ideas of all members, and spend a short time (usually on Sunday) to do the project.

They don’t have enough time to carry a completed project if time is too short.
Therefore, the teacher need to be more flexible in time limit for students to do the task.
Easily recognized from the chart, the skills (19%) and means (10%) are not their main
troubles. They were almost familiar with the presentations when they were at
secondary school. Therefore, presenting in front of class is not the most difficult thing

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they need to overcome. Besides, with the advanced technology, students find easy to
make a PowerPoint presentation, a colorful poster, and a multi-effect video to support
their project. They are very knowledgeable with using smartphones, advancing
technology and new up-dated apps to create the best product.
From the above analysis, it is obvious that students are facing with lack of ideas to
implement the project and time to complete it. Consequently, the teacher need to find
suitable ways to provide students with necessary helps.
Chart 3: Student's difficulties in learning Project lessons
45
40
35
30
25
20
15
10
5
0

Time

Ideas

Skills

Means

4.3. Students’ attitude towards humanity
All the questions are designed as multiple- choice questions. I carried this survey twice.
First, questions were delivered to all students in class 10A2 at the beginning of the
school-year when students weren’t focused on sense of humanity in project-based
lesson. Second, all the questions were asked again at the end of unit 7 when they were
highly educated about sense of humanity through applying Project Based Learning.
Below is the first statistics chart which was done at the beginning of the school-year.
50

70

45

60

40
50

35
30

40

25
30

20
15

20

10
10
0

5

little

normal

much

Learn humanity through English lessons

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Very

Important

Normal

Little

Importance of Humanity
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Chart 4: Students’ attitude towards the importance of humanity and how much
they learn humanity through English lessons
Obviously seen in chart 4, most of the students were aware of the importance of
humanity in life. This is a good signal with 21 % of the students who thought that
humanity is very important and 34 % of the students who supposed that humanity is
important in life. However, the majority of the students had a neutral attitude toward it.
43% of the students said that humanity was normal; it means that they didn’t find
exactly something necessary or unnecessary with kindness, respect, understanding and
sharing in life. Some of the students even thought that humanity is little important for
them. This made me feel worried about the students’ cold and indifference which can
be happened in the real life.
In the next part of chart 4, there is a survey about the levels which the students learned
humanity through English lessons. It is easy to recognize that the majority of the
students (with 63%) learned humanity from English lessons but it was not strongly
emphasized. Therefore, they felt normal with the humanity lessons in English, even
some of them (31%) believed that it was little mentioned in English subject. As a
result, it is necessary for the teachers to think and find solutions to solve them.
II. Solution
According to the above analysis, it is obvious that almost the students had a positive
attitude toward learning project lessons. They find it interesting to learn. However, it
is really difficult for them to implement the project well. In addition, most of them

understand how important being educated sense of humanity is in spite of the fact that
it hasn’t been emphasized much in English lessons.
From the fact, the teacher need to be more flexible to adapt the duties for the students
to get high quality in students’ project results.
- First of all, because the project task in the textbook is too general and students think
that they didn’t learn much about humanity in English lessons, the teachers need to
adapt the task requirement to become more detailed, specific and meaningful to
students’ life and emphasize three values of humanity that are kindness, respect,
understanding and sharing.
- Second, because the students find not enough time to complete the project, the teacher
can limit a longer time for the students to complete the project by assigning their
duties at the end of language or reading lesson. The limited time can be in 1 week,
even 2 weeks. Besides, to help students have enough time to present their product,
the teacher can ask students to do exercises in “looking back” at home and spends

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10 minutes at the beginning of the lesson to correct the answers. The 35 minutes left
is used to present student’s projects and give comments and feedback.
- Last but not least, because the students find it difficult to get idea to fulfil the project,
the teacher need to provide directional questions in handouts for students to do.
Completing these directional questions will help the students get ideas and find their
suitable way to implement projects.
Here are some adapted activities in project lessons to help the students implement a
project with higher quality and develop their sense of humanity.
1.Activities to stimulate students’ kindness
1.1. Sample 1: stimulate students’ kindness to themselves

Unit 2: Your body and You
 Aim: Help students to love their bodies and their health and treat them in the best
ways by using their knowledge they have learned in unit 2 to make a project.
 Suggested activity: Show your love to parts of your body by making a plan and
try to follow it to have a good health. Present your list and results after 2 weeks.
 Time to implement: 2 weeks



Time limit to present: 4 minutes for each group.
Procedure:

Step 1: Preparation
- After the Language period in unit 2, teacher divides the class into 8 groups
- Teacher gives the topic of the project and assigns students to implement.
+ “Show your love to your body by making a plan to have a good health. Present
your plan and results when following it after 2 weeks”
+ Allowed time to do the project is about 2 weeks
+ Allowed time to present the project is about 4 minutes at the looking back and
project period.
- Teacher delivers students with a handout of “PROJECT GROUP WORK PLAN” (in
APPENDIX 2) to divide the tasks for each member and follow the process of
implementing.
- Teacher provides students with directional questions in handouts
+ What kind of food is good for your health?
+ What kind of drink is good for your health?
+ How much of water do you drink every day?

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+ What activities is good for your health?
+ How to become slim?
+ Where do you get your food? Is it safe?
+ What should be done before going to sleep?
+ What should be done when waking up?
+ What shouldn’t be done when waking up?
+ What shouldn’t be done before going to sleep?
+ What factors can be harmful to each part of your body?
- Teacher asks Students to base on these directional questions to get ideas if
necessary.
- Teacher asks students to prepare the presentations on PowerPoint, posters or videos
after 2 weeks.
Step 2: Implementing the project
Teacher’s activities

Student’s activities

- Monitor, guide and evaluate students in - Divide the tasks for each team
implementing the project.
members to implement the project.
- Prepare facilities, create good - Collect and analyze the collected
conditions for students to implement the information.
project.
- Form product or report.
- Regularly ask Students to know how - Contact, find help if necessary
the project are being carried out.
- Regularly feedback and inform

- Initially adopt the final products of the teachers and other groups.
groups of students.
Step 3: Reporting the project
Teacher’s activities
- prepare facilities for the project report.
- observe and evaluate project products of groups
- score projects by basing on these rubrics
+ videos presentation rubric (APPENDIX 3)
+ mind map poster rubric (APPENDIX 4)

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Student’s activities
Choose
the
groups
representatives to present the
results of their team's project
implementation.
- Other groups observe to
discuss, exchange, comment,
and contribute opinions to the
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+ oral presentation rubric (APPENDIX 5)

results of group's work

+ PowerPoint Presentation Rubric (APPENDIX

6)
Step 4: Evaluating the project
Teacher’s activities

Student’s activities

- Sump up every evaluation process consist of a self- - listen and take note
evaluation, team’s performance and teacher’s evaluation for experience.
(evaluation and final product reviews) to give conclusions
about the final results of groups and each student.
- give comments about the attitude of groups and
individuals
- give comments on the product quality of the project
implementation groups.
- give the points to each group;
Bonus points for the individual who has excellent
performances and makes a great contribution to the
success of their team.
- The best products are selected to save in the school
gallery for reference and display on the school meeting.
WRAP UP:
- Teacher gives a brief summary of students’ projects and asks students about what they
achieved after completing their project by asking the below questions.
+ How do you feel after completing your project?
+ Do you have your own lessons through this project?
+ Have you changed anything after completing the project?
+ Do you think you will continue to do these good things in the future?
- Teacher provides a meaningful lesson of kindness to themselves.
“Kindness to ourselves is very important. That we love all parts of our body means we
appreciate heath more than anything. Treating well to ourselves make us happier,

healthier, sexier and more confident. From that, we have a better life and become a
better person”.

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TYPICAL RESULTS OF MY STUDENT’S PROJECTS

Student’s poster and their presentation about a plan to have a good health.

Student’s PowerPoint and their presentation about a plan to have a good health.

Student show how they carry their plan in practice.

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1.2. Sample 2: stimulate students’ kindness to family
Unit 1: Family Life
 Aim: Help students to sympathize with their parents’ tiredness and get practical
experiments when sharing the household chore.

 Suggested activity: Try to help your parents do the household chore in 1 week.
Take note all the work you had done with attached evidences such as: photos
presented on videos or PowerPoint. Present your works you completed and
practical experiments you got after 1 week.
 Time to implement: 2 week



Time limit to present: 3 minute
Procedure:

Step 1: Preparation
- At the end of Reading period in unit 1, teacher asks Students to do their project
individually.
- Teacher gives the topic of the project and assigns students to implement.
“Make a housework plan following the Teacher’s sample. Try to do it to help your
parents do your household chore in 1 week. Take note all the work you did with
attached evidences such as: a plan, photos or videos. Present your works you
completed and practical experiments you got after 1 week”
+ Allowed time to do the project is about 2 week
+ Allowed time to turn in the result is after 2 week
+ Allowed time to present the project is about 3 minutes at the looking back and
project period.
- Teacher provides the handout with HOUSEWORK PLAN (in APPENDIX 7)
- Teacher provides students with directional questions in handouts
+ What household chores do you like to do?
+ What household chores do you dislike to do?
+ How do you divide household duties in your house?
+ Do you go to the market to buy food?
+ Do you wash the dishes after meals?

+ Can you do some heavy lifting?
+ How do you feel when doing the housework?

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+ How do you change your mind after one-week doing the housework?
- Teacher asks Students to base on these directional questions to get ideas if
necessary.
- Teacher asks students to prepare to present their results by showing their housework
plans and evidences and then present the practical experiments to the whole class.
Step 2: Implementing the project
Teacher’s activities

Student’s activities

- Monitor, guide and evaluate students in - implement the project based on their
the project implementation process
plan.
- Prepare facilities, create good - Take note the information in their
conditions for students to implement the HOUSEWORK PLAN
project.
- Form product or report.
- Initially adopt the final products of the - Regularly feedback and inform
students.
teachers and other students
Step 3: Reporting the project
Teacher’s activities

- collect all the product of the student’s project.
- prepare facilities for the project report.

Student’s activities
- present the results of their
project
implementation
individually.

- observe and evaluate project products of the
-Other students follow up to
students
discuss, exchange, comment,
- score projects by basing on these rubrics
and contribute opinions on the
results of their work
+ videos presentation rubric (APPENDIX 3)
+ mind map poster rubric (APPENDIX 4)
+ oral presentation rubric (APPENDIX 5)
+ PowerPoint Presentation Rubric (APPENDIX 6)
Step 4: Evaluating the project
Teacher’s activities

Student’s activities

- Sum up the evaluation process consisting of a self- - listen and take note for
evaluation, student’s performance and teacher’s experience.
evaluation (evaluation and final product reviews) to

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give conclusions about the final results of each
student.
- give comments about the attitude of individuals
- give comments on the quality of the project product
- give the points to each group;
Bonus points for the individual who has excellent
performances.
- The best products are selected to save in the school
gallery for reference and display on the school
meeting.
WRAP UP:
- Teacher gives a brief summary of students’ projects and asks students about what they
achieved after completing their project by asking the below questions.
+ How do you feel after completing your project?
+ Do you have your own lessons through this project?
+ Have you changed anything after completing the project?
+ Do you think you will continue to do these good things in the future?
- Teacher provides a brief conclusion about kindness to family and the wonderful
things they have when they share love with their parents.
TYPICAL RESULTS OF MY STUDENT’S PROJECTS

Student’s plan to do housework in 1 week

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Student’s PowerPoint presentation about their housework

Student’s PowerPoint presentation about their housework

Students’ poster to present about the result of doing housework in 1 week

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1.3. Sample 3: stimulate students’ kindness to community
Unit 5: Inventions


Aim:

- Help students to show their kindness to their community by carrying out a useful
invention. These inventions must show student’s sense of humanity.
- Apply their knowledge and language they learned in unit 5 to do the project



Suggested activity: Invent one or two things which is useful for our community.
The product must show your sense of humanity. Present your results after 2
weeks.
Time to implement: 2 weeks




Time limit to present: 35 minute
Procedure:

Step 1: Preparation
- At the end of the Getting Started period in unit 5, teacher divides the class into 4
groups
- Teacher gives the instruction of the project and assigns students to implement.
+ “Invent one or two things which is useful for our community. The product must
show your sense of humanity. Present your plans and results after 2 weeks.”
+ Allowed time to do the project is about 2 weeks
+ Allowed time to present the product is about 6-7 minutes at the looking back and
project period.
- Teacher delivers students with a handout of “PROJECT GROUP WORK PLAN” (in
APPENDIX 2) to divide the tasks for each member and follow the process of
implementing.
- Teacher provides students with directional questions in handouts
+ What are the hot problems in our community nowadays?
+ Do you need to protect the environment?
+ Do you need to help other people?
+ Do you want to make something cheap but useful in life?
+ Who need your help?
+ Which part of country can you help?
+ Is nature in danger? What can you do to protect it?

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