skkn cấp tỉnh doing project time for teamwork and speaking

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THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON 1 UPPER SECONDARY SCHOOL

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2.2. Factual basis………...2

2.3. Solutions……… 2

2.3.1. Benefits of project-based teaching………...……….……..2

2.3.2. How to organize a project for students………...………… 3

2.3.2.1. Time for project activities………3

2.3.2.2. Class arrangement………….………...3

2.3.3. Some methods to do project………4

2.3.4. Evaluating the quality of a project………..4

2.3.5. Some examples of conducting the project part in class…..5

2.3.5.1. Unit 3: Topic Music - English 10 …………. ………….5

2.3.5.2. Unit 3: Cities- English 11 ………6

2.3.5.3. Unit 4: ASEAN and Viet Nam- English 11……… 7

2.3.6. Comments from the “project-based classes”.……….8

2.3.7. Principles of preparing “project class” for students………9

2.4. Experimental results………...9

3. CONCLUSION AND PROPOSAL3.1. Conclusion………10

3.2. Proposal………11

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CATEGORY OF ACKNOWLEDGED EXPERIENCE INITIATIVES

Writer: Nguyễn Thị CươngPosition: Teacher

School: Trieu Son 1 upper secondary school.

Names of experienceinitiatives

Academicyear1. Some methods helps

students to solveexercises of passivevoice effectively

Thanh Hoaeducationand trainingdepartment

C 2010-2011

2. Helping students to dealwith writing exercisesabout making sentences

Thanh Hoaeducationand trainingdepartment

C 2015-20163. Guiding students to use

proper skills to solvemultiple-choice

exercises relating toclosest and oppositemeanings

Thanh Hoaeducationand trainingdepartment

C 2019-2020

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1. INTRODUCTION

1.1. Reasons for choosing the topic

In this globalization age, communication and teamwork skills are

crucial for young people to integrate into the world. The project part introducedin new English textbooks is designed to help students improve their teamworkskill as well as English speaking ability to prepare for their future.

The project part (project), distributed at the end of eachunit in English 10 and 11, is different from previous textbooks.The project is implemented based on the concept of project-based teaching (Project-Based Learning). Project is a teachingmethod that focuses on students’ activities, directing studentsto areas of knowledge and skills through playing one or moreroles to solve problems. Solving problems (called projects)simulates the real activities of our society. These activities helpstudents find the concepts they need to learn more meaningful.

Within the scope of this article, I would like to contributemy shared advice in practice. The four-year project applied toteaching the new English program to promote the benefits ofthis teaching method, as well as provide Provide positivechanges for the modern trend of learning English and createmotivation for high school students to learn English.

Therefore, I choose the topic "Doing project - time for teamwork and

speaking " in my experience initiative to help students develop their teamwork

as well as speaking skills effectively and achieve good results in their study.

1.2. Purposes of research.

In the framework of this topic, I do not hope to help students to expresstheir full ability. I only focus on some ways that can be easily applied in theproject part to get better results.

1.3. Objects of research.

As what has been refered above, project is a new part in new textbooks,so finding ways that encorage students to engage it is neccessary. Doing projectmeans that students have to work in a new way that is different away from theold one.

From my experiences in teaching and guiding process in which I help mystudents to express themselves and their creativity, I am pleased to introducesome ways that can be used in preparing students for doing project.

I applied this experience initiative for teaching students at Trieu Son 1

upper school. They are students of classes 10C10 and 11B8.

1.4. Methods of research

Completing the system of theoretical basis, basic knowledge, guiding theapproach to problems, analysing, evaluating and giving conclusions related tothese games.

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Applying this experience to students in English lessons and reporting thetopic to the professional team to get suggestions and comments. I myself haveconsulted some opinions of colleagues who have much experience in teaching,and specially interest in vocabulary.

2. CONTENT

2.1. Theoretical basis.

For many years, studying English at high schools has focused ongrammar, reading and writing. Speaking and listening are not paid muchattention. Consequently, students are prone to avoiding speaking English asmuch as possible. They feel shy, or even afraid of speaking English though theyknow that it is very important. They say that they don’t have confidence orability to speak English out. In fact, they can not speak English because they donot have much chance or a suitable environment to show or exchange theiropinions. Besides, working in groups or doing teamwork also assists themenhance their confidence and improve their speaking ability. Fortunately, theproject part in new English books can help a lot in creating an English speakingzone through teamwork activities for students to participate. Of course, it alsodepends on how the teacher organizes the lesson. In my topic, I only focus onsome methods that I have applied so that my students can improve theirEnglish speaking through teamwork activities.

Excellent Good Average Weak

% Numberofstudents

%10C10 48 3 6.25 10 21 15 31.25 20 41.5

2.3. Solutions.

2.3.1. Benefits of project-based teaching

Project-based teaching is an active teaching method thatdevelops learners' abilities. The biggest advantage of thismethod is that it creates many opportunities for students topractice and apply knowledge creatively into practice. Theforms of doing projecst can be individuals, in pairs or groupwork, depending on each task of the project. When children areassigned tasks to work in groups, the spirit of cooperation,

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mutual support, and initiative in learning increases significantly.Project-based teaching helps students feel more confident incommunication, encouraging the participation of the majority ofstudents in the class; At the same time, it promotes the spirit ofself-study and creativity of learners.

When assigned tasks, students are very excited. For each specific topic,students prepare materials very carefully. Group members work together to giveideas that are creative. After the groups complete their projects, they will choosea member/ members to present. The product of each group is the activecooperation of the whole group. Therefore, every group wants to show off theirproducts in front of the class. Groups vote and evaluate each other according tothe criteria given by the teacher. The atmosphere of the class was bustling andexciting. After project lessons, students seem to have accumulated many usefulthings, are more creative, more active and have a positive attitude towards thesubject.

2.3.2. How to organize a project for students.

- To carry out a project, it takes time to prepare people, topics, scripts,media, information and technology, so in the first lesson of program delivery,teachers should introduce students how to do a project, select a group and set adeadline to present the product.

- “Project” is a new part in the textbook and the appoaches to teach it arenot familiar with teachers. A lot of teachers avoid designing this part or evenskip it. To have a good project class, the teacher needs to be active whendesigning the plan for it. This class needs creativity, collaboration and mixedskills: teamwork skill, communication skill………Therefore, only someclasses with good English can do it well.

- The teacher can flexibly change or diversify the requirement in thetextbook to fit the students’ability.

2.3.2.1. Time for project activities

- Finding suitable time to oganize project activities is necessary. Duringthe teaching process, teachers need to find suitable time to organize projectactivities. “Project” is distributed at the end of each unit, so when students havelearnt all other parts of each unit is the best time to do it. Therefore, students willconsolidate their language knowledge of the unit, while promoting theirlistening, speaking, reading, and writing skills. In addition, soft skills such asteamwork skills, time management skills, presentation skills or informationsearch skills can also be developed.

- The duration for each project may not be the same: each project may lastfrom one week to four weeks. When students have finished it in curfew time,they will have to report their products in front of the whole class and thepresentation time for each project is 10-15 minutes. Before preparing for thepresentation, teachers should proactively remind and confirm the time to reportthe product.

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2.3.2.2. Class arrangement.

- To do project, exciting atmosphere is very important. Teachers have alot of ways to arrange the class: students can do it individually, pairwork orgroupwork. Each has its own advantages, and choosing which calss arrangementis up to the project. However, pairwork and groupwork may be the mostinteresting for students because they can share ideas, feelings and excitementwith their partners.

- To ensure project effectiveness, students can work in pairs or groups of3-4 people. Creating a group should not be too large and polarizing, but shouldhave many levels in the group so that students can support each other andovercome self-consciousness and shyness. Depending on the number of studentsin the class, the number of groups can range from 8-10 groups, each group has agroup leader to take main responsibility and urge group members to work.Choosing group leaders is appointed by the students in the class (mainlystudents with real English ability), then the teacher will assign group numbers tothe group leaders and members who want to go back to work.

2.3.3. Some methods to do project.

-Teacher plays a guide role in the process of doing projects. Therefore,

they have to orient students and suggest some ways to do. The methods when doing projects include:

+ Doing survey+Interviewing+ Making clips+ Talkshow+ Role-playing

To present the product, each student, or each group can choose manydifferent presentation channels, such as posters, power point, role- playing,interview, talkshow... For example, in English 11, Unit 1 "Generation Gap",students will mention conflicts between parents and children about life views,clothing, studying and hobbies through role-playing. Unit 2: "Relationships",students can use power point to present the issue "Should students fall in love ornot?", "What are the disadvantages of having love at school age", Unit 3“Becoming independent”, students can organize a talkshow to mention qualities,skills and how to become a person who knows how to manage their life early, orUnit 6 “Global Warming”, students use posters to say about the causes, theconsequences and our responsibilities towards the environment... After eachpresentation, students should be encouraged to give messages to express theirunderstanding and awareness. about the lesson topic and about the surroundingworldview

2.3.4. Evaluating the quality of a project

Assessment is an important step because it is the motivation for studentsto strive and assert themselves with classmates, so that after each project,

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students will have more positive changes in learning English. Therefore, thereare 3 forms of assessment that can be used in projects:

- Evaluation of group members, group leaders and group members cancomment on the attitudes and work progress of members and can give points.This score accounts for 30% of the total score.

- Evaluation based on the opinions of other groups: for example, groups1, 2, 3, 4 evaluate groups 5, 6, 7, 8 and via. This score accounts for 20%.

- The teacher's evaluation of the presenting groups. This score accountsfor 50% of the group's total score.

Evaluation criteria are based on the following requirements:

- Use English fluently (pronunciation, intonation, final sounds)- The language is easy to understand, accurate and appropriate- Creative and interesting ideas

-Teamwork spirit (divide tasks equally for individuals)- Make sure the time is right and the topic is right- The atmosphere is fun and positive

2.3.5. Some examples of conducting the project part in class.

In the academic year 2023- 2024, I have guided my students in twoclasses: 10C10 and 11B8 to carry out the project part after each unit. Followingare some periods that the students in these two classes have done and got goodresults.

2.3.5.1. Unit 3: Topic Music - English 10 [1]Class: 10C10

Assignment task

Number of students: 48Number of groups: 6

Task: “Do a research on a form of traditional music in Viet Nam or anothercountry”

Time for preparation: 2 weeks

Time for representation: 2 periods (90 mins)Particular tasks:

Group 1: Quan Ho singingGroup 2: Cai Luong singingGroup 3: Hue royal court music

Group 4: Cheo singingGroup 5: Xoan singingGroup 6: Tru singing

Methods: Each group selects a leader and gives each member a particular task:- Finding out and collecting information

- Arranging the information- Creating slides

- Representing

Production

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- Each group has 10 to 15 minutes to represent its product.

- Group 1: two members, in the roles of “liền anh” and “liền chị”,performed a piece of Quan Ho singing named “ Còn duyên”. After they finished,the other members asked audiences questions about the song and informationabout Quan Ho singing. When watcher had given the answers, they checked andcorrected if necessary. Then, they used power point to show images, videos andinformation about this kind of music.

- Group 2 presented their ideas through an interview. One member was inthe position of an interviewer and the others played as interviewee roles.

- Group 3 and Group 5 used Power point to show slides related tocontents they had made. Three representavives took turns to talk about the kindof music that their group had prepared.

- Group 4 began their talkshow by playing a video in which a famousVietnamese artist- Xuan Hinh- was performing “Cô đôi thượng ngàn”. Afterthat, their talkshow started. One member was the M.C, the others in the roles ofguests. They asked, answered and exchanged the ideas about Cheo and thingsrelated to it.

- Group 6 started with a scene of a play that their members carried out.They then led audience to the topic of their presentation: Tru singing. Twostudents took responsibility for transmitting the group’s ideas to audiences in themost understandable way.

Evaluation and feedback

After each group finished their presentation, the teacher asked the other group togive their comments and evaluate the products. Sometimes, some members mayshow questions to ask the audience about what they had seen and heard. Then,the teacher gave feedback and consolidated the lesson.

2.3.5.2. Unit 3: Cities- English 11 [2]Class: 11B8

Assignment task

Number of students: 42 Number of groups: 4

Task: “Design a poster about the ideal city of the future. Present your poster tothe class”

Time for preparation: 1 week

Time for representation: 2 periods (90 mins)Particular tasks:

Group 1,2: Green cityGroup 3,4: Smart city

Methods: Each group selects a leader and gives each member a particular task: - How to design the poster: drawing, using computers …

- Finding out and collecting information: location, size, population,buildings, travel, technology…

- Arranging the information

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- Representing

- Each group has 10 to 15 minutes to represent its product.

- Group 1 showed a drawing that they drew a green city by themselves.The drawing looked so impressive with a lot of green spaces. A lot of trees,grassplots and lawn. There were colourful flowers spotted in these places. Tworepresentatives introduced their ideas through describing the picture. They spokenaturally and inspirationally that everyone could imagine the city as in real life.

- Group 2 presented their ideas through a talkshow. One member was inthe position of an MC and the others played as guest roles. They show a photoof a city with a lot of high buildings. There were roof gardens in all thesebuildings. The MC gave a question “What do you think of this city? Is it a greencity or not? Why?’. The guests had some minutes to think of the answer. Somesaid it was a green city, some others not. Then they discussed and gave the proofto protect their opinions. The discussion went on actively and everyone feltpositive.

- Group 3 used Power point to show slides related to contents they hadmade. It was a modern city with a lot of skyscapers. Technology was presenteverywhere. The slide gave the audience the feeling of being in an automatedcity where everything went electrronic. Three representavives took turns todescribe the ideal city they designed and asked the other classmates somequestions related to it. Everyone happily participated in the presentation.

- Group 4 began their presentation by playing a video which showed afamily living in a smart city. They lived in a department in a high-rise building.Their house was very mordern with numerous smart devices that helped them domost of the housework. When the members went home, they did almost nothing.They stayed in their own rooms with their personal electronic devices. Whenshowing the video, a student described each scene in details. The end of thevideo showed a question: “Do you think that these people are really happy?What are the disadvantages when living in a smart city?”. Then, the othermembers of Group 4 gave their opinions and asked audience to exchange ideaswith them. The whole calss discussed and exchanged opinions ebuliently andeffectively.

Evaluation and feedback

After each group finished their presentation, the teacher asked the othergroup to give their comments and evaluate the products. Sometimes, somemembers may show questions to ask the audience about what they had seen andheard. Then, the teacher gave feedback and consolidated the lesson.

2.3.5.3. Unit 4: ASEAN and Viet Nam- English 11 [2]Class: 11B8

Assignment task

Number of students: 42 Number of groups: 4

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