SKKN applying project – based learning in teaching lesson 2 speaking, unit 10 nature in danger , english 11 textbook, education publish house with a view to raising students’

THANH HOA EDUCATION AND TRAINING DEPARTMENT

HOANG HOA 2 HIGH SCHOOL

SEMINAR ON METHODOLOGY

APPLYING PROJECT - BASED LEARNING IN TEACHING
LESSON 2 - SPEAKING, UNIT 10 “NATURE IN DANGER”,
ENGLISH 11 TEXTBOOK, EDUCATION PUBLISH HOUSE
WITH A VIEW TO RAISING STUDENTS’ AWARENESS OF
PROTECTING ENVIRONMENT

Teacher: Lê Thị Tuyến
Subject: English

THANH HOA, 2021
TABLE OF CONTENTS
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Contents
TABLE OF CONTENTS
I. INTRODUCTION…………………………………………………
I.1. Reasons for choosing the topic………………………………...
I.2. Objectives of the study………………………………………...
I.3. Subjects of the study…………………………………………...
I.4. Methods of the study…………………………………………..
II. CONTENTS OF THE STUDY…………………………………...
II.1 Theoretical basis……………………………………………….
II.1.1. Environmental Education in integration with school
subjects……………………………………………………………….

II.1.2. Definitions of PBL.........................................................
II.1.3. Benefits of PBL ……………………………………….
II.1.4. Characteristics of PBL………………………………...
II.1.5. Teachers’ and students’ roles in BPL………………..
II.1.6. Steps of PBL…………………………………………..
II.2. Situation before applying the study…………………………
II.3. Solutions to problems: Applying PBL in teaching Lesson 2 –
Speaking, Unit 10, English 11 Textbook ...........................................
II.3.1. Step 1:………………………………………………….
II.3.2. Step 2:………………………………………………….
II.3.3. Step 3:………………………………………………….
II.3.4. Step 4:………………………………………………….
II.3.5. Step 5:………………………………………………….
II.3.6. Step 6:………………………………………………….
II.4. The effectiveness of the study on teaching and learning……..
CONCLUSION AND SUGGESTION………………………………
BIBLIOGRAPHY……………………………………………………

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I. INTRODUCTION
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I.1. Reasons for choosing the topic.
Environment plays an important role in the healthy living and the existence
of life on the planet earth. The Earth is home for different living species and we are
dependent on the environment for food, air, water, settlement and other needs.
However, since the second half of the 20th century, rapid development was
witnessed across the world which resulted in the rapid degradation of environment
surrounding us. In the quest of development, man ignored the very environment
which is vital for sustaining the life on the planet earth. Therefore, it is high time
that something be done to protect our environment. There have been numerous
measures taken to save our earth. And environmental awareness has been
significantly enhanced among students at many schools in Viet Nam. Environment

education has become an essential part of the curriculum as well as extracurricular
programs in all public schools, from nursery to high school levels.
Besides, along with the globalization and the development of information
technology, English is becoming more and more popular all over the world. In Viet
Nam, the process of integration into the world has gained considerable
achievements. Diplomatic, business and culture relations with a large number of
countries and international organizations have been established. Therefore, using
foreign languages especially English has become a great demand. In recent years,
English has been taken as not only one of core subjects in the national curriculum
but also a compulsory subject in the national examinations of the school education
system. Nevertheless, in the English classroom, teachers are mainly concerned with
teaching what students have to face in the exams but nothing related to their real
life. As a consequence, after graduating from high schools, students are very good at
grammar structures and vocabulary, yet unable to perform a simple communicative
task in the real world. In addition, there are numerous students who find learning
English boring, difficult and stressful because of their teachers’ ineffective teaching
methods or their own unsuitable learning ways.
Inspired by these reasons, I have bravely chosen, studied and applied
“Project – Based Learning (PBL) to teach units in English Textbook 11,
particularly in teaching Lesson 2 - Speaking, Unit 10, English 11 Textbook,
Education Publish House with the aim of raising students’ awareness of
protecting environment”
I.2. Objectives of the study
The study is written with the following aims:
- To emphasis the importance of Project-Based Learning
- To provide general principles for carrying out a PBL lesson
- To suggest some techniques used to integrate environment education in teaching
English
- To provide steps in teaching Lesson 2 – Speaking, Unit 10, English Textbook 11
by using PBL

I.3. Subjects of the study
The subjects chosen for my study and application are 11th grade students in
class 11A2, 11A6 at Hoang Hoa 2 High School, Thanh Hoa Province.
I.4. Methods of the study
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With the aim to improve students’ English and raise students’ awareness of
protecting environment by using PBL, in this study, I have used the following
methods:
- Studying and analyzing documents and data collected from books and the Internet
related to PBL and environmental education
- Consulting with my colleagues and students at my school and other ones
- Consolidating experiences which I have had during teaching my students
- Observing PBL classrooms
- Conducting some surveys
- Studying students’ products

II. CONTENTS OF THE STUDY
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II.1. Theoretical basis.
II.1.1. Environmental Education in integration with school subjects.
It is possible to include Environmental Education (EE) as an independent
subject in the school curriculum as well as to integrate into formal education
system.
With reference to EE, when it is integrated into school curriculum, it becomes
the “thread” that runs through the whole curriculum. This is a popular way of
integration in curriculum, where a theme or topic is addressed through the lenses of

different subjects (Drake, 2004). In this sense, EE draws its content from the subject
specific content of each subject. In doing this, EE therefore does not replace a
particular subject, but it is treated holistically through all the areas of understanding
and experiences (Tilbury, 1995)
English is available as one of the most relevant subjects to apply the
environmental knowledge through this approach because there is mutual
dependency relationship between the content itself and the environment. Through
integrating EE into English will help learners in developing understanding, skills,
attitudes and values, which will enable them to take an active and responsible role
in conservation of the environment.
EE is not a one-dimensional procedure as the case of traditional education in
which the educational asset is offered only by means of the “frontal” teaching. On
the contrary, it possesses a three-dimensional character which is divided into three
forms:
- Environmental education about the environment
- Environmental education in or from the environment
- Environmental education for the environment
The first form EE attempts to transfer knowledge through teaching subjects
which refer to the environment. The second form off EE appears through activities
realized in the environment where students can experience it, its values and its
problems directly and personally by assuming activities within it. Last but not least,
the third form is about our moral attitude towards the environment and it deals with
shaping ecological values, attitudes and behaviors.
In order to make full use of these three forms in teaching English, it is
advisory to apply Project-based learning (PBL)
II.1.2. Definitions of PBL.
Project-based learning (PBL) is a student-centered pedagogy that involves
a dynamic classroom approach in which it is believed that students acquire a deeper
knowledge through active exploration of real-world challenges and
problems. Students learn about a subject by working for an extended period of time

to investigate and respond to a complex question, challenge, or problem. It is a style
of active learning and inquiry-based learning. PBL contrasts with paper-based, rote
memorization, or teacher-led instruction that presents established facts or portrays a
smooth path to knowledge by instead posing questions, problems or scenarios.
Thomas Markham (2011) describes project-based learning (PBL) thus: “PBL
integrates knowing and doing. Students learn knowledge and elements of the core
curriculum, but also apply what they know to solve authentic problems and produce
results that matter. PBL students take advantage of digital tools to produce high
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quality, collaborative products. PBL refocuses education on the student, not the
curriculum - a shift mandated by the global world, which rewards intangible assets
such as drive, passion, creativity, empathy, and resiliency. These cannot be taught
out of a textbook, but must be activated through experience. James G. Greeno
(2006) has associated project-based learning with the “situated learning”
perspective and with the constructivist theories of Jean Piaget. Blumenfeld et
al. elaborate on the processes of PBL: “Project-based learning 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”.
Project – based learning is an instructional approach designed to give the
students the opportunity to develop knowledge and skills through engaging projects
set around challenges and problems they may face in the real world
PBL is more than just projects, with a PBL students “investigate and respond
to an authentic, engaging and complex problem or challenge”
In conclusion, the basis of PBL lies in the authenticity or real-life application
of the research. Students working as a team 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 technologybased presentations
II.1.3. Benefits of PBL.
Traditional learning never ventures beyond the realism of the purely
academic. PBL connect students to the real world. PBL prepares students to accept
and meet challenges in the real world, mirroring what professionals do everyday
Instead of short-term memorization strategies, PBL provides an opportunity
for students to engage deeply with the target content, bringing about a focus on
long-term retention.
PBL improves students’ attitudes toward education, thanks to its ability to
keep students engaged. The PBL structure lends itself to building intrinsic
motivation because it centers students learning around an essential central question
or problem and a meaningful outcome.
Because of its focus on 21st century skills, the PBL model also enhances
students’ technology abilities.
PBL helps students develop teamwork and problem-solving skills, along with
the ability to communicate effectively with others.
II.1.4. Characteristics of PBL.
Although definitions and project parameters may vary from school to school
and PBL is sometimes used interchangeably with “experiential learning” or
“discovery learning”, the characteristics of PBL are clear and constant.
In essence, The PBL lesson consists of these seven characteristics
- Focusing the students on a big open-ended question, challenge or problem to
research and respond to and solve.
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- Bringing what students should academically know, understand and be able to do
into the equation

- Being inquiry-based
- Using 21st – century skills such as critical thinking, communicating, collaborating
and creativity, the use of technology
- Building students’ choice into the process
- Providing opportunities for feedback and revision of the plan and the project
- Requiring students to present their problems, research process methods and results
II.1.5. Teachers’ and students’ roles in PBL.
In a PBL lesson, students are explorers, critical thinkers, project designers
and problem solvers who are intrinsically motivated to learn more, rather than
recipients of knowledge fed to them.
When using the project-based learning strategy, the teacher's role is to serve
as facilitator and coach, guiding students to use a variety of resources, employ a
strategy that is fun and motivating, and uncover content with depth and breadth.
II.1.6. Steps of PBL.
The process of project development is an on-going process undertaken by the
students with support from teachers. There are four steps of PBL as summarized by
Foster and Master, 1996; Markham et al, 2003; Moss and Van Duzer, 1998; Ribe
and Vidal, 1993; Stanley, 2000.
Each PBL generally consists of four main following steps
- Step 1: Starting the project
This stage involves selecting the topic that is of interest, being related to the
curriculum and relevance to the students. The teacher can create guiding questions
so that students have an idea of what to do and are encouraged to study or develop.
Students then establish the project outline and plan the method of development, the
final outcomes and assign individuals’ responsibilities. The project should be
challenging and motivating so that students can develop and have flexibility to work
at their own level, while team member within the group offer advice and assistance.
This is an important feature because it contributes to a successful outcome.
- Step 2: Developing the project
This stage involves the research undertaken by all group members either

individually, in pairs, or in groups. The method of working should be decided and
agreed upon before the project starts. During this stage, students search for the
answers to the driving/guiding questions, note down the results they achieve, any
problems they encounter and suggest solutions. This is an efficient process that can
be used to improve the project as it progresses.
- Step 3: Reporting the project
This stage involves presenting to the class and receiving feedback from other
students on the progress of improvements to the project. The steps occurring
throughout the project are assessed to make sure that students comprehend the
problems and apply skills and concepts necessary to complete the project.
- Step 4: Evaluating the project
The final product can be evaluated by an individual student, students as a
group, a teacher or external audience. This stage allows students to apply and
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present what they have learned. Students are given an opportunity to express their
feelings after taking part in the project.
II.2. Situation before applying the study
Internationally, environmental education gained recognition when the UN
Conference on the Human Environment held in Stockholm, Sweden, in 1972,
declared environmental education must be used as a tool to address global
environmental problems. Many teachers have been integrating environment
education into the content of the subjects they’re teaching such as Biography,
Geography, History, Civic Education. Environmental education has been combined
in teaching English, but it hasn’t been effectively integrated for many reasons. Unit
10 focuses on the topic “nature in danger”, but it has been taught in a traditional
way up to now.
English is a compulsory subject at school and in the GCSE exam but many
students feel stressful to learn English. They have lots of difficulties in learning

English. They find learning English very boring. They usually consider learning
English as learning isolated skills and find nothing in learning English related to the
real world. They also have trouble in using English outside classroom because
during learning process, they only pay attention to what they have to face in the
exam. Even they can’t find out any suitable methods to follow when they want to
concentrate on learning English. Therefore, they often ignore learning English or
they are in bad mood learning English.
Moreover, the present English textbooks for high school students are themebased designs. Each unit is relevant to a certain topic and focuses on isolated skills.
They were written over 10 years ago, so it doesn’t meet the demand of the real life.
In addition, many teachers of English at high schools don’t spend enough
time on the 21st century skills. They focus on grammar and vocabulary only or they
use ineffective methods when teaching English. They get students to learn English
passively. The completing tasks which they are giving to their students do not help
students learn how to take initiative and responsibility, build their confidence, solve
problems, work in teams, and communicate ideas. Students don’t have a chance to
build important skills such as critical thinking, problem solving, collaboration,
communication and presentation. Students aren’t connected to communities and the
real world with teachers’ old teaching methods. Even some teachers dominate
English classrooms, forget students’ centered roles.
PBL bearing many good points can bring teachers and students a new change
in teaching and learning. Therefore, I forcedly used PBL in teaching many units of
which Lesson 2 - Speaking, Unit 10, English 11 Textbook, Education Publish House
brought my students as well as my teaching much joyful experience and core value.
II.3. Solutions to problems: Applying PBL in teaching Lesson 2- Speaking, Unit
10 – Nature in danger, English 11 Textbook, Education Publish House.
Before carrying out the project, I made a clear lesson plan in which I showed
what my students might gain after the lesson, modified the teacher’s activities,
students’ activities and predicted which problems my students might have during
the project.
LESSON PLAN

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The 62nd period:

UNIT 10 – NATURE IN DANGER
Lesson 2: Speaking

A. Overview:
I. Objectives:
1. Knowledge: By the end of the lesson, students will be able to:
- Topic: Get more information about environment problems and solutions to
protect environment
- Vocabulary: Know and use words related to environment
- Grammar: Use the present simple, past simple and present perfect fluently.
2. Skills: By the end of the lesson, students will be able to develop the following
skills:
- Searching for information related to the topic
- Arranging information
- Drawing pictures
- Discussing
- Using technology
- Working in groups
- Collaborating
- Communicating in public
- Presenting the results
- Assessing and self – assessing.
- Time management skill
3. Attitudes:
- Love the nature, surrounding environment, the country

- Know what to do to protect environment
- Live in harmony with the nature
- Appreciate the role of the nature in life
II. Methods:
- Integrated methods and mainly PBL
III. Individuals’ responsibilities
IV. Aids:
- Posters, pictures, power points
V. Schedule:
- A week to carrying out the project
- 45 minutes for presenting project and evaluation.
VI. Lesson outcome:
B. Procedures:
I. Problem analysis
- Answer driving questions
II. Problem solving
- Investigate, collect information, drawing…
III. Project report
- Oral presentation, posters
IV. Evaluation
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However, the process of PBL can be varied, depending on the real situation in
terms of students’ ability and the feature of each class. From my experience in
teaching and learning English, I successfully studied and applied PBL in teaching
Lesson 2-Speaking, Unit 10, English 11 Textbook, Education Publish House in the
following steps.
Unit 10: Nature in danger
Lesson 2: Speaking (English 11 Textbook, Education Publish House)

1. Project: Work in groups of 10
- Find out possible information about environmental problems, then
choose one of the most serious problems
- Find out photos or draw pictures to present the situation, the causes,
the effects and the solutions
- Write the slogan and the core value of your project.
2. Prepare and give your presentation to your class
3. Time: A week
II.3.1. Step 1: Discovering real situation related to the content of the lesson.
In this stage, as a classroom teacher, I could powerfully activate students’
need to know the content be launching the lesson in a way that interests and initiates
questioning. This could take the form of a discussion.
Also, in this stage, I gave out many driving questions to my students. Good
driving questions capture the heart of the project in clear, compelling language,
giving students a sense of purpose and challenge. The question should be
provocative, open-ended, complex and link to the core value of what the teacher
wants students to learn. It could be abstract, concrete or focuses on solving
problems.
Below are driving questions which I gave to my students:
1. What is the name of the problem you are going to introduce?
2. How serious is it?
3. What are the causes?
4. What are the effects?
5. What are the solutions?
I also give my students some suggestions on environmental problems such as
deforestation, using chemicals...
II.3.2. Step 2: Negotiating the criteria for evaluation
In this stage, I and my students discussed and decided that the project should
be assessed by fulfilling the questions in rubrics including self assessment rubric,
assessment rubric and teacher assessment rubric. With the clear criteria, students

realized that they might have to be modified in the future.
After negotiating with my students, I gave my students the following marking
scheme

SAMPLE 1 – FOR STUDENTS
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MARKING SCHEME PAPER
Group: ………………
Members:
1
2
3
4
5
6

7
8
9
10
11
12

Self-assessment
Pictures
(band 20)

Information

Time
(band 20)
(band 20)

Fluency
(band 20)

Interaction
(band 20)

Total

Assessment
Group

Pictures
(band 20)

Information
(band 20)

Time
(band 20)

Fluency
(band 20)

Interaction
(band 20)

Total

SAMPLE 2 – FOR TEACHERS
MARKING SCHEME PAPER
Assessment
Group

Pictures
(band 20)

Information
(band 20)

Time
(band 20)

Fluency
(band 20)

Interaction
(band 20)

Total

1
2
3
4

SAMPLE 3:

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TOTAL MARKS
Group

Goup 1’s
marks

Group 2’s
marks

Group 3’s
marks

Group 4’s
marks

Teacher’s
marks

Total
(Avarage)

1
2
3
4
III.3.3. Step 3: Deploying projects.
- Dividing groups: I divided my class into groups of 10 and appointed the

group leader.

( Students work in groups of 10)

( Students work in groups of 10)
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The group’s leaders assigned the task for each member. The leaders should
assign the tasks depending on each member’s ability. Each member should discuss
on how to design, create and present products. In the middle, I might provide a
limited menu of options for creative products to prevent students from being
overwhelmed by choices. On the other end of the scale, students could decide what
products they will create, what resources they will use and how they will structure
their time. Basing on the topic of Unit 10, Nature in danger, my students chose
posters to be their final products.
II.3.4. Step 4: Conducting the project
A project should give students opportunities to build and develop the 21 st –
century skills such as collaboration, communication, critical thinking, and the use of
technology which serve them well both in the workplace and in life. This exposure
to authentic skills meets the second criterion for meaningful work – an important
purpose. A teacher in a PBL environment explicitly teaches and assesses these skills
and provides students with opportunities to assess themselves.
During the process of conducting the project, students gathered information
and pictures from many resources such as websites, newspaper or their real lives;
they can also draw pictures by themselves. They then compiled information and
decided on which pictures and information to paste on the poster. Finally, they
decided on how and where to put pictures and information.
During this stage, I
served as a coach, moving from groups to groups in order to guide students’ work.

While moving around the class, I asked myself the following coaching questions:
- Do the students have a clear understanding of the task?
- Does each student have ownership of her role in the group?
- Are the students attentive and working cooperatively?
My role as a coach obtained a clarity of purpose throughout this process.
Prompted by the driving and coaching questions, students used their own intellects
to solve problems while attaining a higher level of learning.

(Groups are conducting their posters)

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( Groups are conducting their posters)

( Groups are conducting their posters)

( Groups are conducting their posters)

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II.3.5. Step 5: Presenting the project
In this step, students became aware of the ways their presentations meet the
criteria of assessment. The teacher – coach using teacher’s assessment, observed
how engaged students were in presenting their project. Each group in my class
showcased its poster to the class, introduced their places which they had chosen. At
that time, they also observed other groups’ products and prepared some questions to
interact.

(Group 1 – Class 11 A6)
Slogan: Air pollution is not a joke
Air pollution will make you choke

(Group 2- Class 11A6)
Slogan: Forets are green gold

(Group 1- Class 11 A2)
Slogan: Save the wildlife
Save ourselves

(Group 2 – Class 11A2)
Slogan: Save our forests
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(Group 3- Class 11A6)
Slogan: Save water
Save our life

(Group 4- Class 11A6)
Slogan: Soil is life

(Group 3 – Class 11A2)
Slogan: No pesticides, no fertilizers
more healthy life

(Group 4 – Class 11A2)
Slogan: No chemical pollutants

II.3.6. Step 6: Reflecting on the process and evaluating the process.
In this simulation, students discussed what they enjoyed about working in
their groups, what they liked about the materials, what they found to be frustrating.
They shared their reflections to work out what they had in common, and what was
special to each group or to each individual personality. Then, students completed
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the marking scheme paper with the self assessment and assessment basing on the
criteria I had given to them.
The teacher assessed students’ products basing on the criteria discussed
before. I used my assessment rubric, combining with students’ rubric and the self
assessment of each group to make an evaluation of my students’ work (the table
below), then I announced the best group, gave my students comments as well as
compliments.
In spite of some difficulties during carrying out the project, all groups have
tried their best to finish their tasks effectively and on time. Each group has had their
own product.
TOTAL MARKS
Group

Group 1’s
marks

Group 2’s
marks

Group 3’s
marks

Group 4’s
marks

Teacher’s
marks

Total
(Average)

1
2
3
4

The result of group 3 – 11A2

The result of group 2 – 11A2

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The result of group 1 – 11A2

The result of group 4 – 11A2

The result of group 2 – 11A6

The result of group 1 – 11A6

The result of group 3 – 11A6

The result of group 4 – 11A6
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In this part, I have asked each group to write a short report in which they
summarized the advantages and obstacles they had met during the process of
implementing the project as well as skills they had gained and their feelings.

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II.4. The effectiveness of the study on learning and teaching
In order to assess the effectiveness of applying the PBL method to teaching
Lesson 2-Speaking, Unit 10, English 11 Textbook, I have compared my teaching
work in some classes of the school year 2019-2020 with the ones of the school year
2020-2021.
Before using this method, most of my students could traditionally complete
all the tasks in the textbook with the help of their teacher. Nevertheless, they easily
forget the vocabularies, the topic as well as the contents of the lesson. They only
focus on what they have to deal with in the exam; they gain the topic, study the
content of the lesson, study vocabularies passively without any thoughts of
environment and its role in life. To a certain extent, after the lesson, students
seemed to know only the floating part in “an iceberg”, not really understand the
deeply sunk part in the lesson, in other words, it is the core value of the lesson.
It is a matter of fact that when applying PBL in teaching, particularly in
teaching Lesson 2- Speaking, unit 10 – Nature in danger, my students enjoyed
working together to create their groups’ outcomes, they seemed to be very eager for
each lesson because they like dealing with new challenges. In addition, students
found schoolwork more meaningful because it was connected to the real world and

it gave students opportunities to discover new things by themselves.
Moreover, after using this new technique in teaching, I and other teachers in
my school have had deep understanding that teaching speaking is not a tedious and
passive process but an interesting, practical and active one.
After using PBL in integration with environmental education, students feel
more motivated to learn. They find it easier and more exciting to remember new
words. They have deep understanding of the environment, they also change their
attitudes towards the environment, they are aware of the importance of protecting
the environment, which enables them to live in a more friendly way to the
environment. By the end of the lessons, the students become active learners. They
learn how to use the English language presenting some environmental issues in the
community to the publicity. They had to start from collecting the communicative
English words related environment, learning the communicative English sentence
structure, learning how to make accurately the communicative English passage, and
presenting those passages to the publicity etc. In addition, speaking is not difficult
to them any more. Not only is their social knowledge developed but their results in
the exam are also much higher than those of the students in the class in which I
don’t use these techniques. Therefore, the study and the application of this new
technique in teaching English lessons has an important part in improving the quality
of general education in my school.

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III. CONCLUSION AND SUGGESTION
1. Conclusion
To sum up, PBL is an important and useful method in teaching English in
general, and in teaching speaking in particular. It is a short way that connects our
students to the real world. It is also a main bridge that crosses over between English
Textbook and factual situations.

The PBL method is a product connecting theory and practice in order to help
students acquire knowledge, practice their skills and solve problems. It is clear that
in my class, with PBL, each lesson indeed is appealing to students because they are
solving their real-problems in their life, they are given a lot of opportunities to
develop many important skills which have great effects on their jobs, their lives at
present and in the future.
The activities in this lesson help students visualize how events actually
unfold by having students conduct research, discuss and write about the material,
collect or design illustrations and reflect on their work.
Each teacher may have her/his own way of conducting PBL but the
characteristics of using PBL are the same in any lessons and any topics. The final
purpose of every teacher is to improve students’ knowledge and skills in order to
help them to be good listeners, speakers, critical thinkers, and purposed writers in
any languages.
With PBL, I myself find it relaxing to be a facilitator, an adviser, a coach, a
co-learner instead of being a translator and a leader for all activities in the
classroom.
PBL is a dynamic and practical approach to teaching in which students
explore real-world problems and challenges. With this type of active and engaged
learning, students are inspired to obtain a deeper knowledge of the studying.
The integration of Environment Education into teaching English is not as
easy as many teachers thought. Both teachers and students have difficulties in the
process of the integration. However, it is the most practical way to raise students’
awareness of protecting environment, which gives them a better future.
The processes I have mentioned above are not all but not least. It has helped
my students not only develop their real-life knowledge and skills but also I hope
they will bring teachers and learners an effective way to master English.
2. Suggestion
PBL requires you
to coach more and instruct less, to embrace

interdisciplinary learning instead of remaining locked in single-subject silos, and to
be more comfortable with uncertainly and discovery during the learning process.
PBL is an open method so it’s advisable for teachers to accept any answers to
problems from students and help students find out the best answer in an active and
creative way.
The study is not perfect and mistakes are unavoidable because of limited time
and my inexperience. It needs lots of comments and ideas in order to be a better
one. Therefore, comments and remarks are welcome so that the subject matter will
be discussed more thoroughly.
21


School Leaders’ confirmation

Hoang Hoa, May 18th 2021
Hereby, I certify that the study is the
result of my own research.

Lê Thị Tuyến

22


BIBLIOGRAPHY
1. Kolb, D.A.(1984). Experiential Learning: Experience as the source of Learning
and Development, Englewood Cliffs, NJ: Prentice-Hall
2. Thinking Through Project-Based Learning: Guiding Deeper Inquiry by Jane I.
Krauss (Author), Suzanne K. Boss
3. Project-Based Learning: Differentiating Instruction for the 21st Century by
William N. Bender

4. Brumfit, C and Johnson, K (1987) The Communicative Approach to Language
Teaching. Oxford University Press
5. Global Education Website
6. Violet website
7. Armstrong, T. 1999. Multiple Intelligence in the Classroom: Teaching Methods
for Developing Intelligences. (Aree Sanhachawee, Translator). Bowman, 8.
Marylynne Cox. (1974). Journal of Environmental Education. Winter: Asseeing
College Student Attitude Toward Environmental Issues
9. Chungkao,K. (1993). Educational Environment. Bangkok: Aksorn Siam
Publishing
10. Greenal, A. (1981). An Introduction to Environmental Education: A Sourcebook
for Secondary Education. Boston: Houghton Miffin.co.

23


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN
XẾP LOẠI C TRỞ LÊN
Họ và tên tác giả: LÊ THỊ TUYẾN
Chức vụ và đơn vị công tác: Giáo viên Tiếng Anh trường THPT Hoằng Hóa 2
TT
1
2
3
4
5

Tên đề tài SKKN

Sử dụng một số phương pháp để dạy
phần “production” trong quá trình dạy
kỹ năng đọc hiểu cho học sinh lớp 11
Một số kỹ thuật sửa lỗi trong quá trình
dạy kỹ năng viết Tiếng Anh cho học
sinh THPT
Nâng cao hiệu quả giảng dạy các tiết
học Tiếng Anh cho học sinh lớp 11
thông qua việc đổi mới kiểm tra miệng
Using some techniques to teach
vocabulary effectively to grade 12th
students at Le Viet Tao high school
Applying project – based learning in
teaching lesson 2- speaking, unit 16,
English 10 textbook, education publish
house

Cấp
Kết quả
đánh giá đánh giá
xếp loại xếp loại
Sở GD
C
& ĐT

Năm học
đánh giá
xếp loại
2008-2009

Sở GD
& ĐT

C

2009-2010

Sở GD
& ĐT

C

2012-2013

Sở GD
& ĐT

C

2016-2017

Sở GD
& ĐT

C

2019-2020

24