Skkn how to effectively teach “looking back project” lessons in the new english syllabus

PART A: INTRODUCTION
1.2. Rationale
As we know, English is the language of science, of aviation, computers,
diplomacy, and tourism. Knowing English increases our chances of getting a good
job in a multinational company within our home country or for finding work
abroad. It’s also the language of international communication, the media and the
internet, so learning English is important for socialising and entertainment as well
as work.
In recent years, recognising the importance of mastering English, Vietnnam
governments has been enacting a lot of policies and projects to improve the quality
of teaching and learning English in the whole country in order to enhance our
position in the international arena such as retraining English teachers, renovating
students’ English books and syllabuses, encouraging and admitting students good
at Engslish into universities or colleges…
From school year 2020-2021 on, many upper secondary schools in Nghean
Province have been intended by Nghean Department of Education and Training to
apply the new English 10 syllabus to teach students.
The content of the new English 10 Syllabus is far different from the old one.
Apart from the traditional skill-teaching lessons such as reading, speaking,
listening and writing, the new English 10 syllabus have other lessons: Getting
started, Communication& Culture and Looking back & Projects, in which lessons
“Looking back & Projects” are rather strange and difficult for teachers to teach
effectively to students.
For these reasons, in this study I would like to presents some measures in order
to help teacher have some useful ideas of how to teach effectively these lessons.
1.2. Aims of study
This study points out some problems and difficulties in teaching lessons
“Looking back & Projects” in the new English 10 Syllabus.
This study aims at investigating some ways of teaching Lessons “Looking
back & Projects” in the new English 10 Syllabus.
This study contains detailed theoretical explanation for several steps to be

taken in class, to solve the mentioned problems.
1.3. Scope of the study
With the above aims, the scope of the study is limited to effectively teach
Lessons “Looking back & Projects” in the new English 10 Syllabus with the hope
that many teachers have something to care for to make their teaching more
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interesting so that their students find themselves more motivated in learning
English.
The topic of the study is:
How to effectively teach “Looking back & Project” lessons
in the New English Syllabus
1.4. Research methodology
Practical research method: exchanging information, attending English classes,
practicing teaching, consulting English teachers and summarizing experience.

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PART B: CONTENTS
I. DEFINNITIONS OF “LOOKING-BACK” AND “PROJECT” LESSONS
1.1. What is a looking-back lesson?
A looking-back lesson is possibly called a review lesson. A looking-back
lesson connects the current lesson with previous lessons by going over points that
were taught or learned previously. Rather, they allow the students to demonstrate

what they learned and what they remember.
A looking-back lesson is learning from experience or enabling others to do so.
A looking-back lesson is a process that helps students to make use of personal
experience for their learning and development. It helps learners get more from
work, life and recreation, especially if they have the reviewing skills to match their
ambitions
A looking-back lesson lesson can include:
-reflecting on experience
-analysing experience
-making sense of experience
-communicating experience
-reframing experience
-learning from experience
1.2. What is a project lesson?
A project lesson is sometimes called a project-based lesson or project-based
learning.
A project lesson is a comprehensive perspective focused on teaching by
engaging students in investigation. Within this framework, students pursue
solutions to nontrivial problems by asking and refining questions, debating ideas,
making predictions, designing plans and/or experiments, collecting and analyzing
data, drawing conclusions, communicating their ideas and findings to others,
asking new questions, and creating artifacts. The basis of a project lesson lies in
the authenticity or real-life application of the research. Students working as a team
or a group are given a "driving question" to respond to or answer, then directed to
create an artifact (or artifacts) to present their gained knowledge. Artifacts may
include a variety of media such as writings, art, drawings, three-dimensional
representations, videos, photography, or technology-based presentations.
Proponents of a project lesson cite numerous benefits to the implementation of
its strategies in the classroom including a greater depth of understanding of
concepts, broader knowledge base, improved communication and

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interpersonal/social skills, enhanced leadership skills, increased creativity, and
improved writing skills. Another definition of a project lesson includes a type of
instruction, where students 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.
In short, a project lesson is a teaching method in which students can 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.
It 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.
Here are steps for implementing a project lesson, which are detailed below:
-Start with the Essential Question.
-Design a Plan for the Project.
-Create a Schedule.
-Monitor the Students and the Progress of the Project.
-Assess the Outcome.
-Evaluate the Experience.
II. CHARACTERISTICS OF LOOKING-BACK LESSONS AND PROJECT
LESSONS IN THE NEW ENGLISH 10 SYLLABUS.
In traditional classes, students have been asked to demonstrate their
knowledge through writing papers or taking tests. Nevertheless, the current
educational purpose is to help students develop comprehensively, including
creativity, collaboration, and dynamism. To achieve this goal, the new high school

textbooks have added a new lesson: "Looking back and Project" at the end of each
unit. In the “Looking back and Project” lesson, there has been a shift to other sorts
of tasks learners can perform to show their understanding. These may include the
construction of physical objects, presentations, computer programs, websites,
videos, and other forms. There has also been a focus on the process of preparing
and performing these tasks, because it is in doing things that learners construct
their initial understandings. That is the reason why teachers have to show their own
techniques to engage students in the lesson which maintains their interest.
A “Looking back and Project” lesson is divided into two sections: the
“Looking back” section and the “Project” section. The “Looking back” section is
designed for the revision and consolidation of the language learned in the previous
sections. It begins with a pronunciation exercise which aims at checking students
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‘ability to recognize the sounds or the phonetic phenomena they have learned.
Words/phrases containing the sounds or the phonetic phenomena are often those
that students have met in other parts of the unit or taken from the reading or
listening texts. The “Project” section is the last part of the unit. It is aimed at
providing students with an opportunity to apply the language and skills they
learned throughout the unit to perform a task in a realistic situation. The project
tasks are often designed requiring teamwork or groupwork so that students’
teamwork or groupwork skills are developed and their team spirits are enhanced.
Much of the work for the Project is to be done outside the class, at home or during
break time. The teacher can spend some time for students to share the results of
their project work in class.
The benefits of “Looking back & Project” lessons are maximized because
students are actively engaged in information gathering, processing, and reporting

over a period of time and the outcome is increased content knowledge and
language mastery. Therefore, this study will focus on how to make “Looking back
and Project” lessons more effective for grade 10 students. Especially, students’
experience can increase motivation, autonomy, engagement, and a more positive
attitude toward English through these sections.
III. DIFFICULTIES IN TEACHING AND LEARNING “LOOKING BACK
& PROJECT” LESSONS IN THE NEW ENGLISH-10 SYLLABUS.
For nearly one-year period of teaching the new English syllabus, all my
colleagues and I have found out the problems which are burdens and barriers in
teaching and learning English effectively, not only in my school but also in many
other schools in our province.
3.1. Problems from the syllabus:
As mentioned above, Each “Looking Back & Project” lesson is divided into 2
sections. They are “Looking Back” section and “Project” section. The former is
familiar to teachers and balances students’ knowledge if it is taught in a period of
45 minutes. In addition, the latter is stranger and more difficult for teachers and
students. It supplies more knowledge to the lesson, which means that the content of
the lesson has a large buck of knowledge and new vocabulary which demands
much of time and efforts from students as well as from teachers.
3.2. Problems from students:
3.2.1. Low level of language proficiency.
In fact, students’ low level of English language proficiency is one of major
factors that prevent them from learning willingly in lessons. Majority of the
students have already learnt English at lower secondary schools, however, their
knowledge of the English language is not good enough for them to express ideas in
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English. As time goes by, if their knowledge of English vocabulary is not
improved, they will lose interest in learning.
3.2.2. Passive learning style.
Another factor that deters students from participating actively in lessons results
from their passive learinng style. Being deeply affected by some methods like
Grammar-trannslation or Audio-lingual Method and the learning environment at
lower secondary schools in which students learn English only to pass the entrance
exams into upper secondary schools, students believe that the best way of learning
English is just sitting, listening to the teachers and writing down what the teachers
say. In their opinion, being good at English means being good at grammar,
vocabulary, but not at speaking or listening.
3.2.3. Low motivation.
The importance of motivation to language learning is clear to all. Motivation is
related to success in second lannguage learning. Motivation is express through
students’ diligence and ardent participation in lessons. Nevertheless, not many
students in our school are confident enough to express themselves by listening and
speaking, in their mind, English is just a “second” subject. They “have to” learn
English just because it is a compulsory subject in the syllabus and not many of
them really love English and learn it as a hobby.
3.2.4. Lack of confidence.
Many students confess that being afraid if losing face is one reason why they
do not willingly learn lessons. Resulting from their low level of proficiency and
their lack of ideas, they do not feel confident enough to express in front of the
teacher and their friends. They are afraid that if they make mistakes, they will be
laughed at and their status will be lowered. Students should be aware that
confidence is of great importance in leaning English. If they are afraid of making
mistakes, afraid of losing face, they cannot make use of chances to express ideas
and show their langage use. The teacher and friends will not laugh at them but help
them correct their mistakes, which later results in their progress.
3.3. Problems from teachers:

3.3.1. Lack of experience.
Although we have been teaching English for many years so far, some are good
English teachers, we are aquaintant with the old syllabus, we really feel that we
lack experience in teaching English lessons in the new English-10 syllabus and that
the result of teaching is not up to our expectation. We are nowadays trying very
hard to make our lectures more interesting to our students.
3.3.2. Little time to practice.
In the new English syllabus, every “Lookinng back & Project” lesson is made
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up of two sections. The “Looking back” section is the same as the “Language
Focus” lesson in the old English syllabus. This section is familiar to English
teachers. If this section is taugh in a forty-five-minute period, it is not a problem.
In addition, the “Project” section is a new one. Although many people consider
project-based method the most effective and modern in teaching language, many of
us find it hard to practice in a fixed short period of time. This is the reason why
English teachers have always to find out a more different ways to teach “Lookinng
back & Project” lessons effectively.
IV. SOME RECOMMENDATIONS FOR TEACHING “LOOKING BACK &
PROJECT” LESSONS.
As said above, the content of “Looking back & Project” lessons have a great
amount of knowledge that needs to be taught to students. If teacher teach these
lessons in traditional ways and have no suitable methods to teach the lessons, they
will find that the lessons too long for them to finish in a certain period of time.
Moreover, a period of time to teach a “Looking back & Project” lesson is only
forty-five minutes. Planning the time for each lesson is very important. If the
teacher spends too much time on the first section as usual, they will not have

enough time for the next section.
Modern technology is really needed to help form an effective lesson. It helps
teachers not only to save time but also make lesson more flexible and interesting.
From my experience collected in nearly a year of teaching the new English-10
syllabus, I would like to recommend some ways that can make teachers’ lectures
more interesting and effective.
4.1. As for “Looking back” sections
Clearly, timing for teaching “Looking back” section suitably is of great
importance. If the teacher spends much time teaching a “Looking back” section,
he/she will certainly have little time left to teach a more important section,
“Project” section. From our experience, we usually accommodate half of the fixed
time to teach “Looking back” section.
Besides this, in order to teach “Looking back” sections suitably, it is advised to
use games or communicative activities. The purpose of these is to make the lessons
more interesting and save the left time to concentrate on “Project” section.
A “Looking back” section is also divided into three subsections: Pronunciation,
Vocabulary and Grammar. Following are some techniques to teach these
subsections effectively.
4.1.1. Pronunciation Subsection.
4.1.1.1. Word whispering game.
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In this game, the teacher shows the words in the task he/she is going to teach,
then divides the class into two groups. In each group, he/she chooses from 5 to 8
students, depending on the certain task in certain Pronunciation Subsection of a
unit. Next, the teacher chooses one student from each team, whispers the exact
words that the task requires. Each student has to whisper the words to another.

That student has to whisper to the next. The game continues to the last student and
the last student has to rush to the board and write the words on the board. After
that, the teacher plays the tape and gives feedback and announces the winner.
Word whispering game is perfect and effective for Pronunciation Subsections
of Units 1, 3, 4.
4.1.1.2. Shadow Reading Game.
Shadow Reading is a game involving listening and pronunciation practice.
This game is challenging and motivating and can be used to teach pronunciation in
certain units in the new English-10 sylabus.
In this game, the teacher plays a CD player to read aloud the sentences in the
pronunciation task and asks students to try to speak at exactly the same speed and
rhythm as the CD. The teacher plays a CD player again and students try one more
time. In the middle of the recording, the teacher turns down the sound to see
if students are still in time when the sound is turned back up.Thus, students have to
start and finish at the same time as the CD at normal speed. By this way, by
playing this game many times, students’ problematic pronunciation can then
certainly be drilled and improved.
Shadow Reading Game is effective and suitable for Pronunciation Subsections
of Units 1, 2, 3.
4.1.1.3. Word Stress Maze Game.
Word stress is one of the biggest challenges my students face,
and at the same time this area might be taught using numerous
games. Word Stress Maze Game is crucial for helping non-native English
speakers to improve their pronunciation and comprehensibility of stressed syllable.
This game may be suitable for units 4, 5, 6, 7, 8.
Before playing the game, the teacher divides the class into 4
groups, gives each group a table of squares. In the squares, there
are words of the first stressed syllables and the second stressed
syllables. The teacher introduces the first word in the maze (this
of the second stressed syllable word is the entrance) and asks the

groups to find out other words of the second stressed syllables in
the square. When students have finished, they have to connect all
the answers to find a path to the exit made of the two syllable
words of the maze. The winner of the game is the group having
found the correct path to the exit.
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Following is an exampl of using Word Stress Maze Game to teach word stress:
Word Stress Maze Game: Find the correct path to the correct exit by
finding the words with the second stressed syllable
Entrance

control

allow

housework challenge

perform

letter

Exit?

promote

symbol

Exit?

system

infect

achieve

army

Exit?

college

become

healthcare

income

Exit?

woman

suggest

complete

improve

Exit?

Key to Word Stress Maze Game: Find the correct path to the correct exit
by finding the words with the second stressed syllable
Entrance

control

allow

perform

letter

housework

challenge

promote

symbol

system

infect

achieve

army

college

become

healthcare

income

woman

suggest

complete

improve

Exit

4.1.2. Vocabulary Subsection.
In this section, students can review and recall the new vocabulary through
activities or games such as Jumbled Words, Mime, Matching, Pelmanism, Odd
One Out, Creat Word Web, Word Snake......
4.1.2.1. Jumbled Word Game
A Jumbled Word Game is a game in which a mixed-up set of letters are
provided and students have to unscramble the letters to find the word. Jumbled
games involve the skill of solving anagrams. Anagrams are all the words that can
be created with the letters of one word or phrase. With a word jumbled puzzle,
students start with a random scramble of letters and they have to find the word
within the jumble. These types of puzzles will help students develop their skills

and get better at solving a word jumble puzzle. Solving word jumbled word games
will sharpen students’ ability to unscramble words quickly and sufficiently. A
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Jumbled Word Game is suitable for Vocabulary Subsection of Units 1, 2, 3, 4, 5, 6
7, 8…
Following are some examples of using Jumbled Word Games to teach vocabulary:
Unit 1: Jumbled Word Game: Find 10 daily activities.
ETAK OTU ETH BBRUISH

 TAKE OUT THE RUBBISH

OD TEH SHINGWA PU

 DO THE WASHING UP

ONIR TEH THECLOS

 IRON THE CLOTHES

OPSH OFR CERIESGRO

 SHOP FOR GROCERIES

ERWAT TEH WERSFLO

 WATER THE FLOWERS

DFEE TEH CTA

 FEED THE CAT

ANCLE TEH SEHOU

 CLEAN THE HOUSE

PREPARE DIERNN

 PREPARE DINNER

NGHA OTU THE LAUNDRARY

 HANG OUT THE LAUNDRARY

ANCLE TEH TUREFURNI

 CLEAN THE FURNITURE

Unit 2: Jumble Word Game:
Find 5 words related to body system in the table.
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Key to Jumbled Word Game:
NERVOUS

SKETLETAL

CIRCULATORY

RESPIRATORY

DIGESTIVE

SYSTEM

4.1.2.2. Matching Game
Matching Games are known as Memory games, which are a funny way to

review vocabulary. Matching games require players to match similar elements.
Depending on the aims of the exercise, teacher designs suitable matching games,
such as word/meaning matching, word/definition matching, word/picture
matching. This is best played as a whole class activity with 2, 3 or 4 groups.
Most matching games are objective, with correct answers in the rules for what
counts as a match, pair, etc. These games are very in interesting and useful. We
usually use these games for word filling exercises after the Jumbles Word game.
4.1.2.3. Pelmanism game
Pelmanism game is a simple and popular memory game known. This game can
be played in pairs or groups. In the game 20-card pack can be used or any other
kind of cards, provided that the backs are indistinguishable and the faces can be
matched up in pairs or quartets. The cards are thoroughly mixed and spread face
down on the playing surface. The cards should not overlap, and can be arranged in
a regular pattern or spread irregularly as desired. Players take turns to play. At your
turn you turn face up two cards of your choice from the layout. If they match, you
take these two cards, store them in front of you, and take another turn. If they do
not match, you turn them face down, without changing their position in the layout,
and it is the next player's turn. Play continues until all the cards from the layout
have been taken as matched pairs.
This game is suitable for teaching vocabulary, such as words and meanings, in
all the units in English-10 sylabus.
Following is a Pelmanism game for Unit 7- Looking back& Project Lesson Looking back Section - Vocabulary Subsection.
1

bridesmaids

11

tiệc (cưới)

2

honeymoon

12

vợ

3

reception

13

chú rể

4

weeding

14

đám cưới

5

wife

15

phù rể

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6

bridegroom

16

tuần trăng mật

7

best man

17

phù dâu

8

bride

18

đám cưới

9

get married

19

cô dâu

20

kết hôn

10 engaged
4.1.2.4. Mime game

This entertaining miming game can be used to review a variety of vocabulary.
Take two chairs and place them at the front of the class facing away from the
board. Divide the students into two teams. One player from each team comes to the
front of the class and sits facing their team with their back to the board. Write a
word you want the students to practice on the board. The aim of the game is for the
students in the teams to use actions to describe the word. Tell the teams that they
are not allowed to speak or spell the word in the air. The two players watch their
teammates and try to guess the word. The first player to guess the word scores a
point for their team. That player then changes places with someone in their team.
The other team has to keep the same player in the seat until he or she is first to
answer correctly. The next word is then written on the board and so on. The team
with the most points at the end of the game is the winner.
This game is suitable for Unit 1- Looking back& Project Lessons - Looking
back Section - Vocabulary Subsection to describe and revise daily activities.

4.1.3. Grammar Subsection.

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Grammar is usually thought of as dry and dull. Learning grammar or any part
of language is tiring. The constant learning of grammar rules and exceptions in
English requires constant effort from learners. By teaching grammar teachers not
only give our students the means to express themselves, but we also fulfill their
expectations of what learning a foreign language involves.
Fortunately, nowadays with the emphasis on a communicative approach and a
wealth of stimulating resources, teaching grammar does not necessarily mean
endless conjugation of verbs or grammar translation. Grammar games, if used
wisely, can really break up the monotony of what’s considered to be one of the
worst and more difficult aspects of learning any language. In short, using grammar
games in the ESL classroom can allow for meaningful use of the target language in
the right context.
For these reasons, during the latest period of time, we have been applying
games for teaching grammar, such as Blackboard Race, Gap-fill Task Challenge,
Sentence Buiding, Conjugation Pyramid, Tic-Tac-Toe, Word Chain,…and we have
found that teaching grammar with games gives excellent results.
Following are some examples of our using game to teach Grammar subsection
in certain unit in the new English-10 syllabus.
4.1.3.1. Blackboard Race Game.
Blackboard Race Game is plain and simple - a good, old-fashioned classroom
favorite for the ages. In this game, the teacher divides the board into two halves,
and divides the class into two teams, then calls out a theme or category for learned
vocabulary words and has students run to the board and write as many related

words as possible. This game is effective for such tasks as answering the questions,
completing sentences, combining sentences and finding mistakes in sentences in
Grammar Subsections of Units1, 3, 4 5, 6, 7, 8.
For example, to teach Task 2 of Grammar Subsections of Units 5, the teacher
might call out something like, “write the usages of some modern inventions in life”
and one student from each team must run up to the board and write such necessary
words as they can think of within a certain time limit. This game gets students
thinking quickly and creatively.
Unit 5- Grammar -Task 2:
Answer the questions using gerund or infinitive form of verbs
to describe functions or purposes
TEAM A

TEAM B

1. What is a washing machine used for?
It is used for washing clothes.

It is used to wash clothes.
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2. What can a solar charger be used for?
It can be used for charging batteries.

It can be used to charge batteries.

3. What do you use to listen to music and wach videos?

We use computers and laptops for We use computers and laptops to listen
listening to music and waching videos. to music and wach videos.
4. What is a correction pen used for?
It is used for correcting mistakes.

It is used to correct mistakes.

5. What do you use a 3-D machine for?
We use a 3-D machine for producing We use a 3-D machine to produce
solid objects similar to the originals.
solid objects similar to the originals.
4.1.3.2. Gap-fill Task Challenge Game.
As for this game, the teacher needs to divide the class into two teams and
prepare two sets of text or dialogue with different sets of verb tenses. Each set has
a different color. The sets of verb tenses are given to the teams. Then, the teacher
ask the two teams to read the text of dialogue, choose suitable cards and put the
correct cards into the gaps as soon as possible. The winner is the team that has
more correct answers. This game is suitable for Grammar Subsections in Task 2 of
Unit 2, Task 2 of Unit 5.
Following is an example for Grammar Subsection Task 1 of Unit 5:
Unit 5-Grammar -Task 1:
Fill in the gaps with the present perfect or the present simple forms
of the verb in brackets.
Kim: Help me, Eric. My party (1. be) ___ next week and I (2. not plan) ___ the
menu yet. I (3.waste) ___ three days worrying. And I still (4. not have)
___ any ideas. What I should do?
Eric: Don’t panic. You guess (5. start) ___ arriving yet, so ask everyone to
bring something. Then you can order some pizzas or buy spring rolls from
a Vietnamese takeaway. Nobody (6. say) ___ no to pizzas or spring rolls,
I’m sure.

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Students’ sets of cards for team A
is

are

have been

has been

don’t plan

doesn’t plan

haven’t planned

hasn’t planned

start

starts

have started

has started

don’t have

doesn’t have

haven’t had

hasn’t had

say

says

have said

have said

waste

wastes

have wasted

has wasted

Students’ sets of cards for team B
is

are

have been

has been

don’t plan

doesn’t plan

haven’t planned

hasn’t planned

start

starts

have started

has started

don’t have

doesn’t have

haven’t had

hasn’t had

say

says

have said

have said

waste

wastes

have wasted

has wasted

4.1.3.3. Sentence Buiding Game.
Sentence Buiding Game is a popular game in which such tasks as a
grammatical one in Unit 4 (page 46), requiring students to make sentences using
the given words, is adaped by the teacher. As for classes of gifted students, this
task is as easy as a pie, but for classes of students of lower competence, this task is
a problem. To solve this problem, teacher can adapt this task into a Sentence
Buiding Game. This means that by using the given words, the teacher make correct
sentences, prepare a set of cards for a sentence, write each word of the sentence on
a card, mix the cards, then give each team 5 sets of cards and ask students to
arrange the words on a large worksheet as quickly as possible. The winner is the
team who finish the game first with the correct answers.
Morever, Sentence Buiding Game can be designed on PowerPoint slides.
Following is an example for Grammar Subsection for Task 1 of Unit 4:
Task 1: Write the sentences. Use the past simple or the past continuous
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form of the verb.
Set 1:
rang

telepho

dinner.

having

while

were

we

The

Set 2:
messag

receive

I

his

busstop

waiting

at

was

when

text

I

the

rain

school.

to

It

when

started

were

walking

we

from

home

name?

Were

your

listenin

teacher

when

called

the

you

walking

board.

saw

He

he

along

an

corridor

on

notice

the

was

when

the

Set 3:

Set 4:

Set 5:

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Key To Task 1: Write the sentences. Use the past simple or the past
continuous form of the verb.
1. The telephone rang while we were having dinner.
2. I was waiting at the busstop when I received his text message.
3. It started to rain when we were walking home from school.
4. Were you listening when the teacher called your name?
5. He was walking along the corridor when he saw an advertisement on the
notice board.
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4.2. As For “Project” Sections
Project-based teaching is one of the newest and the most difficult problems for
English teachers recently. It takes the teacher and students a lot of time and
patience to have an interesting and successful lesson. If the period of time is long
enough, the teacher easily manages. In fact, the time for teaching a“Project”
Section is nearly half of the fixed forty-five mimutes, which makes it hard for the
teacher to have an impressive lesson. Following are ideas concluded from our
experience in teaching “Project” Sections.
4.2.1. Before students’ project presentation.
4.2.1.1. Teacher’s giving students the task of preparation for a project.
A good preparation makes a good project presentation and a good preparation
needs time and efforts. If students are given a little time to prepare, they will have
difficulty collecting ideas, doing a survey and designing the slides. Their project
will be a failure. To solve this problem, from our experience, the teacher should
give students the topic and main ideas of the project in advance at the beginning of

every unit during lesson 1 (getting started) or lesson 2 (language), which means
that it is over a week before their project presentation.
4.2.1.2. Students’ preparation.
After given the task of preparation for a project, each group of students get
started with creating a schedule and a plan for the project, collecting information,
arraging ideas, making essential questions and answers, designing slides and
practicing for their project presentation.
4.2.2. While students’ project presentation.
4.2.2.1. Project presenting groups.
On the date of a “Looking back& Project” lesson, some groups chosen by the
teacher have to deliver their project presentations in front of the class. The
members of the groups have to try best to expose their strength in their
presentation. Body language and facial expressions are highly appreciated during
this time.
4.2.2.2. The judges.
In
the
first
project
presentations of units 1 and 2, the
teacher took charge of many
tasks from choosing the project
presenting
group,
asking
questions, remarking students’
work to giving marks to students’
projects.
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During these presentations, the teacher took notice of the best students in the
groups; then he formed a board of the judges. At this time, the presentation looked
like a competition and the teacher became a MC of the competition. The judges
can ask the candidates questions, remark the presetations and give marks to every
candidate depending on fluency, competence and understanding…
4.2.2.3. The Audiences.
When a group of students are presenting the project they have done, the
classroom atmostphere seems to become a competition and the rest students
become audiences of the competition. The audiences not only concentrate on what
the presenters are saying, take notice of important information of the project and
how the presenters use their body language but also ask the presenters some
questions.
4.2.3. After students’ project presentation.
The last steps of a project presentation belong to the teacher. When a group’s
project presentstion is over, the teacher can ask the group members some extra
questions as well as help students make progress by giving some advice on what
they should or shouldn’t do in their projects.
V. SOME GROUPS’ PROJECT PRESENTATIONS.
From the beginning of the academic year up to now, our students have had a
lot of project presentations. Following are some of successful and impresive
project presentations chosen from that number.
A project presentation made in classroom normally consists of three steps:
*Before students’ Project Presentation: In this step, I ask my student prepare
equipments, computer, USB, slides that help themselves to present their work.
*While students’ Project Presentation: The students make the presentation,
depending on the plan they have prepared. In this step, story flow, eye contact,
voice clarity, hand gestures, body language and movement are highly appreciated.

*After students’ Project Presentation: This step is used to check the students’
reaction and respond to sudden situations. If students have well prepared for their
presentation, they will certainly be successful.
5.1. Unit 1: Family life- Lesson 8: Project section.
This activity is accomplished in class 10 D1, in period 1- in lesson 8 on
Tuesday, September 29th, 2020.
5.1.1. Before students’ Project Presentation:
-Topic:

Sharing household chores in a family
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-Group Members:

Phan Thi Khanh Huyen,
Dang Thi Van Khanh
Phan Le Thi Thao

This group of students prepare equipments for their project presentation.
5.1.2. While students’ Project Presentation:
Students present the outcome of their project.
Huyen: As people say, “Many hands make light work” means if everyone does a
little bit, the work will be less hard. Families should aware how difficult
to do all the housework alone so all the family’s members should have a
good cooperation. Therefore, everyone had better do the housework
together.
Khanh: The father is the

strongest person in the
family so he always is
responsible for the hard
stuff like mending
things, fixing plumbing
and electricity. He also
help the mother to
manage the household.
Thao:

The mother is usually
the manager of the
household. She takes care of the children and supervises household
takes. She plans the menu, does the shopping, and prepares the family
meals. She either supervises or does house cleaning, laundry, ironing and
other similar tasks. Today, however, both mother and father can share
roles in homemaking and breadwinning.

Huyen: The son in the family helps the father with some household activities
such as doing simple home repair. He helps the mother in the kitchen
and with other household tasks. He also assists with other activities in
the home like taking care of younger brothers or sisters, watering the
plants, and cleaning the house.
Khanh: The daughter in the family helps the mother to do some of the household
tasks like grocery shopping, cooking, washing dishes, cleaning, and
keeping the house tidy. She also helps with taking care of the younger
brothers or sisters. She may assist the brother in other household tasks
like doing the laundry.

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Thao:

In conclusion, if the family divides the household chores equally, the
work will be much easier and it will also create a positive atmosphere in
the family. Every family’s member should be willing to work together
and contribute to making the home beautiful and happy place to live in.

5.1.3. After students’ Project Presentation:
-Responses: Questions from audiences for the presenters and answers to them:
Linh:

What household chores do you do every day, Huyen?

Huyen: I do the laundry, wash the dishes, and sweep the house. I sometimes do
the cooking when my mum is busy.
Which of the chores do you like doing the most, Khanh?

An:

Khanh: Well, I think I'm into doing the gardening because it's interesting.
Quyen: Does your family share the housework equally? Do you like doing the
housework?
Thao:

Yes, we divide the housework equally. I don't really like doing
housework because it's very boring.

-Marks given by the judges.
5.2. Unit 2: Your body and you: Lesson 8: Project section
This activity is accomplished in class 10 D2, in period 5- in lesson 8 on
Tuesday, October 20, 2020
5.2.1. Before students’ Project Presentation:
-Topic:

Your body and you

-Group Members:

Le Thi VanAnh
Chu Thanh Huyen
Nguyen Thuy Trang

This group of students prepare equipments for their project presentation.
5.2.1. While students’ Project Presentation:
Students
present
outcome of their project.

the

VanAnh: Health
is
very
important for our life
so we should do more
exercise eat more fruit

or vegetables, sleep
more. We should not
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