(SKKN 2022) using project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity to teach unit 6 lesson 2 2 english 6

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ PHỊNG GD&ĐT NGA SƠN SÁNG KIẾN KINH NGHIỆM USING PROJECT BASED TEACHING METHOD COMBINATES WITH APPLYING THE INTERDISCIPLINARY KNOWLEDGE AND CREATIVE EXPERIENTIAL ACTIVITY TO TEACH THE SECTION: UNIT 6: LESSON 2.2- ENGLISH ( I-LEARN SMART WORLD-PAGE 50) TO DEVELOP THE ATTRIBUTE AND COMPETENCE OF GRADE SIX STUDENTS AT NGA TAN SECONDARY SCHOOL Người thực hiện: Trịnh Thị Hà Chức vụ: Giáo viên Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn SKKN thuộc mơn: Tiếng Anh THANH HỐ NĂM 2022 TABLE OF CONTENT CONTENT INTRODUCTION 1.1 Reasons for choosing the study 1.2 The purpose of the study 1.3 Scope of the study 1.4 Method of the study CONTENT 2.1 Theoretical background 2.1.1 Project overview and project teaching method 2.1.2 Integrated teaching method 2.1.3 Creative experiential activity 2.2 Situation of the problem before applying the study 2.2.1 General reality of the school 2.2.2 To the student 2.2.3 To the teacher 2.3 Solutions used to solve the problem 2.3.1 Teaching organization process by project 2.3.2 The role of teachers and students in teaching 2.3.3 Group division, order task and deadline 2.3.4 Procedure 2.4 Efficiency of the study 2.4.1.The result 2.4.2 The meaning of the research topic CONCLUSION AND RECOMMENDATION 3.1.Conclusion 3.2 Recommendations for further research REFERENCE APPENDICES PAGE 1 2 2 2 7 8 9 9 10 19 19 19 20 20 20 INTRODUCTION 1.1 Reasons for chosing the study As we all know, today, English plays an important role in communication It is widely used around the world and considered as the common language of communication, especially in the period of the current international integration, so English has an important position like other subjects in school The teaching of English is required today as increasing not only the knowledge but also the concern of every teacher to teach this course in Vietnam That is why all of the teachers of English have to try their best to find out the methods in order to help their students master the knowledge of this subject easily One of the most important tasks of the fundamental and comprehensive renovation work of education and training is “renovating teaching methods towards modernity; promote students' positivity, initiative and creativity; method training self-study, ability to work in groups; practice skills to apply knowledge solving practical problems; overcome the one-way imposed transmission, write machine memory Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and renew their knowledge and skills, develop their qualities and abilitiesforce to bring joy and interest in learning to students” so that they can find and acquiring new knowledge, new methods, new ways of solving problems, contributing to enriching the knowledge base of mankind Renovating teaching methods in general and reforming English teaching methods in secodary schools in particular is a regular and persistent process in which many factors are closely related How to teach and learn so that teachers feel excited about their lessons, students not feel bored, pressured, but instead expect, excited, positive, self-disciplined in their lessons every hour of class is the desire of all teachers and students today English is a subject associated with practical socio-economic issues The knowledge and skills that students acquire are important in the development of cognitive and action capacities; forming the qualities of a dynamic and creative new human beings Therefore, the innovation of English teaching methods in the direction of promoting self-study, cooperation, creativity and application of knowledge to solve practical situations is important It is an urgent job and needs the proper attention of every teacher Through the experience I have got during my teaching, I have found out that using project teaching method combinating with applying the interdisciplinary knowledge and creative experiential activity is a solution for the most effective learning process, contributing to the achievement of the educational goal of "Learning to know, learning to do, learn to live together and learn to assert themselves” I am also an English teacher Stemming from the above reasons, I decided to choose the topic: "Using project based teaching method combines with applying the interdisciplinary knowledge as well as creative experiential activity in teaching Unit 6: Lesson 2.2- English (I learn smart world) to develop the Attribute and Competence of grade six students at Nga Tan secondary school” I hope that, teachers, students and those who are interested in the issue of professional reference, supplement and comment to improve the topic Purposes of the study - Helps students understand connections and how to connect - Raw connections from the real world - Makes connections through a common them - Focuses the Learner on the Mastery of Objectives/Overall Goals - Models for Students the Resources Used in Research - Help students improve their group work skill, living skill and communicative skill - Teach students the awareness of protecting/ saving the environment Scope of the study The study is focused on the students of class 6A at Nga Tan secondary school Method of the study - Methods of survey and experiment - Methods of investigation - Control method - Observation method - Methods of collecting information and statistics - Conversation method - Methods of summarizing experience - Methods of research time CONTENT 2.1 Theoretical background 2.1.1 Project overview and project based teaching method 2.1.1.1 The concept of project The term "project" is understood as a project, draft or plan that needs to be implemented to achieve the set purpose The concept of project is used in production, business, scientific research as well as in social management and is used in the field of Education and Training as a method or form of teaching 2.1.1.2 Project based teaching method Since the beginning of the twentieth century, American pedagogues have built a theoretical basis for the project method and consider it an important teaching method to implement learner-oriented teaching in order to overcome the shortcomings of the project point of traditional teaching Project learning is understood as a method or form of teaching, In which learners perform a complex task, there is a combination of theory and practice This task is performed by learners with high self-reliance in the learning process, from defining goals, planning, to implementing projects, checking and adjusting, evaluating process and actual results presently 2.1.1.3 Features of the project based teaching method 3 American pedagogues in the early twentieth century, when establishing the theoretical basis for the method This teaching method has clearly identified three core characteristics of project teaching: Student-oriented: + Attention to learners' interest, high self-reliance The teacher acts as a counselor, guide and helper Students participate in choosing topics, learning in accordance with their knowledge levels and personal abilities, encouraging positivity, self-reliance, and participating in creative experiences + Learners can collaborate to work, choose appropriate tasks (also known as social learning) Learning projects are often carried out in groups, requiring cooperation and division of work among team members Thereby training the readiness and skills to work collaboratively among the participants, between teachers and students as well as social forces involved in the project - Oriented to practice: + Associated with the situation The topic of the project comes from the actual situation of social life, suitable to the level and capacity of the learners + Has practical social significance Linking learning in school with social reality brings positive social impact Combination of theory and practice Students develop practical problem-solving abilities by integrating what they have learned Thereby, test, consolidate and expand theoretical understanding and practice action skills and practical experience of learners + The project has integrated content, combining the content of many good subjects different fields to solve a complex problem - Product oriented During the implementation of the project, products will be created These products are not limited to theoretical harvests, but also create physical products of practical and practical activities These products may be presented, published and used 2.1.2 Integrated teaching method 2.1.2.1 What is interdisciplinary integrated teaching? Integrated teaching means putting relevant educational content in the process of teaching subjects such as: integrating ethics and lifestyle education; education law; educate national sovereignty over borders, seas and islands; usage education energy saving and efficiency, environmental protection, traffic safety That is, teaching students how to use their knowledge and skills to deal with specific situations, for the purpose of capacity building student's At the same time establish the relationship between different knowledge and skills of each subject, students have the ability to apply their knowledge and abilities to solve real-life problems and situations Integrated thematic teaching is a form of exploring content, topics are related to each other, have the same content knowledge from several lessons have relate to each other to make the content in the lesson topic more meaningful, practical and students are more active in thinking to find knowledge and apply it in practice farewell This is one of the content in teaching Because teaching is to develop students' ability, it requires each teacher to organize positive, self-reliant and creative learning activities for students Those learning activities are organized in class, at school, at home or in society , and these activities bring high realism Through them, students will apply knowledge to solve problems 2.1.2.2 Advantages of Integrated teaching method * To the student Teaching English subject to integrated topics has caused a lot of excitement for children, through the lesson, they deeply understand the practical problems that are happening in society around where you and your family live Those existences are the children learn and directly participate in and contribute positively to solving each problem events within their power The knowledge associated with life experience should be very lively and attractive the student That has created motivation, attracting students to study You guys are not repeat the same content of knowledge in different lessons over and over again There, they delve into the knowledge of the lesson and find out the intimate relationship of them with things other than human life in society * To the teachers With the renovation of current teaching methods, the role of the teacher is again more important than ever The teacher is the one who directs and organizes the activities learning and student assessment Therefore, during the teaching of Teachers often have to teach knowledge related to subjects Others should have a certain understanding of knowledge related to that subject This has the effect of fostering and improving pedagogical knowledge and skills for teachers, contribute to the development of the current contingent of teachers who are fully capable of teaching knowledge integrated mode Currently, integrated teaching is one of the educational perspectives of interest Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students More importantly, integration is a process of thinking and awareness that is naturally evolving in people in all areas of activity when they want to work towards their effectiveness The integrated view allows people to recognize the key things and the organic relationships between elements in the system and in the process of operating in a certain field Reasonable and meaningful exploitation of these links leads both theoretical and practical activists to new innovations, avoiding duplications that waste time, finance and human resources In particular, this view leads people to develop many types of activities, creating an environment to apply what they perceive into practice, thereby impacting and changing practices Therefore, integration is a matter of human awareness and thinking, is the dominant philosophy / principle, orientation and decision of human activities 5 These three categories provide a starting point for understanding different integrated approaches: - Multidisciplinary Integration - Interdisciplinary Integration - Transdisciplinary Integration In this intative experience I will mention interdisciplinary integration According to the interdisciplinary approaching, teachers organize learning programs around common learning content: topics, concepts and interdisciplinary disciplined skills They connect common learning content within subjects to emphasize interdisciplinary concepts and skills Subjects are identifiable, but they are less important than a multidisciplinary integrated approach Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a system of certain topics throughout many grades For example, English, Geography, History, Biology, Society, Education, Chemistry, and Civil Education are integrated into the subject "Social and environmental studies” 2.1.3 Creative experiential activity 2.1.3.1 What are creative experiential activities in the general education curriculum? Creative experiential activity is an educational activity in which, under the guidance and organization of an educator, individual students are directly involved in various practical activities of family life , the school as well as in the society as a subject of activities, thereby developing practical capacity, personality quality and promoting individual creative potential Creative experience is an important activity in each subject Creative experiential activity are not called subjects but educational activities The subject is created by one or a few scientific fields, so its content is tightly structured, while educational activities use the integration of knowledge and skills of many fields to realize the objectives of the activities of the students We envision an educational program of any country that includes both teaching content (subjects) and educational content (educational activities) The subjects are taught in scientific fields, mainly to develop students' intellectual capacity In addition, we have educational activities, which are activities to develop personality qualities, life skills or psychosocial capabilities to help people adapt, adapt to society, work Self-mastery, knowing how to live positively and happily These are extremely important aspects to create a meaningful life of each individual In that understanding, educational activities in the high school program are called creative experiential activity In the current program, we also have this type of activity called extracurricular activity or extracurricular activity 6 2.1.3.2 Method of working groups Small group work is a teaching-educational organization method in which teachers arrange students into small groups in the direction of creating direct interaction between members, from which students, in groups exchange, help and work together to complete the group's common tasks Teamwork is very important in: - To highly promote the students' subjectivity, self-discipline, positivity, creativity, dynamism, sense of responsibility, creating opportunities for them to express themselves, affirm their abilities, and perform well than the assigned task - Help students, form necessary social skills and personality qualities such as: organizational skills, management, problem solving, cooperation, high responsibility, teamwork spirit, interest close relationship and focus, personal support and encouragement of mutual learning, value of diversity and coherence - Show the relationship of equality, democracy and humanity: create equal opportunities for each individual learner to be affirmed and developed The working group will encourage students to communicate with each other and thus help shy, lacking confidence children have more opportunities to integrate into the classroom, In order for the group work method to be really effective, teachers need to pay attention to the following issues: a) Design tasks that require interdependencies b) Create tasks that match students' experience and ability to work in groups c) Fair assignment of tasks between groups and members d) Ensure personal responsibility e) Use a variety of workgroup arrangements g) Guiding students, methods and skills of teamwork In order to train students' teamwork skills effectively, when conducting group work in creative experience activities, teachers need to follow these steps: Step Prepare for the activity - Teachers guide students, exchange, propose problems, determine goals, tasks, implementation and planning; self-select groups according to each content; assign team leader and other roles to each member; - Guide each group to assign reasonable, related and interdependent tasks; - Focus on students, on some teamwork skills necessary for the activity (choose 2-3 skills to emphasize): explain the need; clarify concepts and expressions; create situations for practice; organize for students, self-criticism and evaluation; Ask students to demonstrate those skills in activities Step Procedure - Teachers observe, capture information from students, see if the groups clearly understand the task?, can show teamwork skills correctly?, how are the roles shown? - Helping teams stay on track and maintain positive interdependence - Encourage and motivate groups or individuals to work well; - Intervene, adjust the group's activities when necessary, Step Evaluation of activities In this step, teachers need to: - Engaging students, commenting and evaluating the group's performance results, the level of participation of each member; - Suggesting for students, analyzing the coordination of activities among group members, demonstrating teamwork skills - Adjusting and supplementing on the basis of properly assessing the efforts of each group, focusing on analyzing the teamwork skills that students have demonstrated; - Draw conclusions including performance results and demonstration of teamwork skills (what was done well, need more practice and how to practice) Depending on the nature and purpose of each specific activity as well as the conditions and abilities of the students, teachers can choose one or more suitable methods It is important that the chosen method should promote the active, active and creative role of students and make the most of the experiences they have had - Creative experiential activities aim at common qualities and competencies as outlined in the new Draft Program, in addition, creative experiential activities also have advantages in promoting the formation of new skills in learners The following special abilities: + Operational capacity and organization of activities + Ability to organize and manage life + Self-awareness and self-positive capacity + Competence in career orientation + Ability to explore and create 2.2 Situation of the problem before applying the study Actual situation of teaching subjects in general, grade English in particular although the concept of using Project based teaching method, applying the interdisciplinary knowledge as well as creative experiential activity has been applied to teaching, but the efficiency is not high Therefore most of the current students have a normal attitude, have not promoted the positive in learning Teachers in schools not really understand the meaning, the importance of interdisciplinary teaching, especially the interdisciplinary teaching in English The process of integrating interdisciplinary into the lesson still faces many confusion, so in the teaching process, it often focuses on the specific knowledge of the subject without the interest and contact with other subjects On the students' side, there is a slight psychological and subjective mentality in the subject They often think that knowledge of the subject is light, not much effective in learning, so they lack interest, even abandon the subject when they find that they have enough necessary points Therefore, when asked, exploiting deeply in the problem, they are often embarrassed or unable to answer the question 2.2.1 General reality of the school Nga Tan secondary school is a school in the coastal area so condition of the school is poor Condition of teaching English at school still face up with many difficulties: No function rooms, facilities for teaching, teaching aids service are not enough 2.2.2 To the student Most of the students are children of farmers so they don’t have good condition to study well My students are not keen on English They only learn because it is one of their compulsory subjects They not have chance to reach modern equipment so it is very hard for the teacher to motivate them to learn well As a result, the result of learning English is not good 2.2.3 To the teacher They have few chances to approach new methods of teaching They also spend so little time on studying for the subject They mind finding new methods of teaching to teach effectively There lack of facilities for the teacher to make English lessons more attractive They have to teach without the help of modern equipment Therefore, English lesson is often boring The students don’t pay more attention to the lesson As a result, the lesson has poor effectiveness 2.2.4 The reality of using Project based teaching method, applying the interdisciplinary knowledge as well as creative experiential activity in teaching English Conduct practical surveys In the 2021-2022 school year, conduct a quality survey for students of grade without applying interdisciplinary knowledge into the lesson, The results are as follows: Number Percentage Class of the students Excellent % Good % Average % Bad % 6A 37 5,4 13,5 27 73,0 8,1 6B 36 5,6 16,6 24 66,7 11,1 *From that survey, I draw the following basic causes: Firstly, the subject teacher is not really enthusiastic about his teaching, but also imparts knowledge in one direction without placing students in the center, does not promote the self-study spirit of the students On the other hand, the teachers' evaluation and assessment are not really strict, many new questions are aware, understand and use at a low level without any questions relating to the subjects to solve problems The second aspect of students' learning has not determined the importance of the subject When assessing the assessment, it is usually only considered to be safe to "average" Thirdly, on the parents' side, they are not really aware of the role and meaning of the subject Their main purpose is how their children can well in subjects such as Math, Physics, Chemistry and the remaining subjects, including of English, are not paid attention 2.3 Solutions used to solve the problem 2.3.1 Teaching organization process by project Through the process of studying the steps of project-based teaching design, it is possible to propose a process of designing project teaching lessons including stages: Stage 1: Introduction of project goals and themes Stage 2: Project implementation Stage 3: Project product presentation and evaluation report And is specified by the following steps: Step 1: Choose a topic and define the purpose of the project Step 2: Determine the outline, implementation plan Step 3: Execute the project Step 4: Collect results and present products Step 5: Evaluate the project The division into the above steps is only relative In teaching practice, we can interleave and interpenetrate each other between steps Self-checking and adjustment should be carried out in all phases of the project, in accordance with the structure and tasks of each different project 2.3.2 The role of teachers and students in teaching - The role of the teacher During the teaching process, the role of the teacher is to orient, consult, supervise, help and create favorable conditions for learners to implement projects and through that develop their competencies self + Teachers create conditions for learners to choose and perform roles appropriate to the content of the learning topic; assist learners in fulfilling that role + Create a learning environment, instruction raises questions and promotes deeper understanding of learners Guide students to focus on inquiry, problem solving, and project-specific tasks Allow and encourage learners to construct their own knowledge - Student's role Students decide how to approach the problem and what activities to take to solve the problem + It is students who collect data from various sources, then synthesize, analyze and accumulate knowledge from their working process This way each lesson is really engaging for the students because the problem they are dealing with is a real problem 2.3.3 Group division, order task and deadline - Divide class into groups - Task: In a week + Group 1: Using cans and tins to make things (the leader: Tung, the secretery: Hung) + Group 2: Using old clothes make things (the leader: Thu, the secretery: Ngan) 10 + Group 3: Using old paper to make things (the leader: Nhi, the secretery: Anh) + Group 4: Using plastic to make things (the leader: Tu, the secretery: Nhung) 2.3.4 Procedure When teaching, I use project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity in the following parts: Warm up + Integration with physical education, Art and Music: Teacher comes in class and greets, then asking: “Would you like to sing and dance?” to lead in - Ask student listen to the song: ‘Reuse reduce and recycle” and dance following the lyrics of the song to not only give students a movement in the class to avoid sitting so long, but also develop listening skills, have awareness of protecting the environmentand especially create an exciting atmosphere for students to study better Teacher and Ss act like the lyrics of the song “Reuse reduce andrecycle” - After hearing the song, teacher asks students the question: What is the song about? to lead in the new lesson In introduce new language + In this activity teacher uses the Integration with Computer Science, Literature 8: “Bài 10: Thông tin ngày trái đất năm 2000”, English - Unit 6: The environment, English - Unit 10: Recycling, Experiential activity 6: “Bài 7: Thách thức thiên nhiên”, Literature - Use the knowledge of above lesons to tell the class about the environment nowaday “As we all know, our environment is seriously polluted It directly affects the health of all species Protecting the green - clean - beautiful living environment is a matter of concern for the whole world There are many global or regional conferences that have been held to discuss and find a solution to the current serious environmental pollution problem In recent years, terrible and terrible natural disasters such as earthquakes, tsunamis, forest fires, floods have occurred continuously, proving that mother nature is angry and punish mankind for these actions which are intentionally infringing upon and break the 11 law of ecological balance (While speaking, teacher shows the class some pictures about the anger of nature.) The anger of the Nature - Ask students to watch a video: “Why we need to stop plastic pollution” - Request them to take notes the 10 tips while watching - Have Ssl write them on the board - Lead in the lesson about imperatives Production + Ask the four groups to show the class the result of the project which they have been required by the teacher (Work in groups to reuse trash to make things) and give the class product presentations 12 Students of group I show and present the class the result of their project Students of group II show and present the class the result of their project Students of group III show and present the class the result of their project 13 Students of group IV show and present the class the result of their project Homework + Integration with Art and Literature After the lesson, students are asked to use literary knowledge to write a short paragraph to tell how to save the Earth Hand in in two days, try to decorate their hand writing paper as beautiful as possible (home work) 14 15 Some products of students after learning the lesson THE LESSON PLAN APPLIES THE NEW METHOD UNIT 6: COMMUNITY SERVICES Lesson - Part (Page 50) - Grammar (I learn Smart World) I OBJECTIVES By the end of the lesson, Ss will be able to… Knowledge - use positive and negative imperatives to give instructions, orders, or advice Ability - improve knowledge, speaking and writing skills - develop the ability to communicate and cooperate with their friends, to self – study - improve their art and crafts Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially about the topic “Community services” conducted by the teacher - have awareness of protecting/ saving the environment II TEACHING EQUIPMENT AND LEARNING MATERIALS *Teacher: 16 - Collect materials on the internet, consult teachers to teach subjects: Physical Education, Music, Literature, Art, Literature to have the necessary knowledge to integrate student education through practice talking about the topic of protecting the environment - Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV, speakers, DCR & DHA on EDUHOME, handouts… *The student: - Textbook - Markers -Project’s products III PROCEDURES A Warm up (9’) a) Objective: To review the previous lesson (how to save the environment), give students a movement in the class to avoid sitting so long, develop listening skills, have awareness of protecting the environmentand especially create an exciting atmosphere for students to study better and lead in the new lesson b) Content: Sharing/ collecting ideas about how to save the environment c) Product: Students can use what they have learnt in the previous lesson in communication d) Competence: Collaboration, communication, observation, notetaking, creativity e) Organization of the activity: Teacher’s activities Students’ activities * Option 1: + Integration with physical education, Art and Music : Teacher comes in class and greets, then asking: “Would you like to sing and dance?” to lead in - Have Ss listen to the song: ‘Reuse reduce and recycle” and dance following the lyrics of the * Option 2: Integration with Computer Science, Literature 8: “ Bài 10: Thông tin ngày trái đất năm 2000”, English - Unit 6: The environment, English - Unit 10: Recycling, Experiential activity 6: “Bài 7: Thách thức thiên nhiên”, - Act as the teacher - Listen, sing and dance 17 Literature - The teacher uses the knowledge of above subjects to tell the class about the environment nowaday (While speaking, teacher shows the class some pictures about the pollution and the anger of Nature) - Listen as well as watch - Have Ss watch a short video about tips to save the environments: “Why we need to stop plastic pollution” - Request them to take notes the 10 tips while watching - Have S write them on the board - Lead in the lesson about imperatives https://www.youtube.com/watch?v=X2YgM1Zw 4_E (Min 1:00 to Min 2:37) - Watch video - Record the tips presenting in the video - Write them on the board B New lesson (32’) ❖ Introduce new language a) Objective: To use positive and negative imperatives to give instructions, orders, or advice b) Content: Listening and repeating Filling in the blanks with positive and negative imperatives Rewriting the sentences as negative or positive imperatives Saying the sentences with a partner c) Products: Students can use imperative to give instructions, orders, advice d) Competence: Collaboration, communication e) Organization of the activity: Teacher’s activities Students’ activities a Listen and repeat ( * Presentation: - Have Ss look at the picture and listen to - Listen to the grammar explanation the conversation (CD 2- Track 07) and copy the form, usage and - Have Ss study the form (positive and examples to the notebook 18 negative), the usage and examples of imperatives - Give Ss more examples b Fill in the blanks with positive or negative imperative statements * Practice: - Have Ss fill in the blanks with positive or negative imperatives - Have Ss cross check the answers with a partner and then the whole class - - Give feedback and correct if necessary c Rewrite the sentences as negative or positive imperative statements - Have Ss read the instruction and the example - Give Ss time to rewrite the sentences - Have Ss work in pairs to check answers - Check answers altogether - Give further explanation if necessary - Give feedback and correct the answers d Practice saying the sentences Playing game: Chain game - Divide the class into two groups to play chain game about “How to save the Earth?” Teacher says “Don’t use plastic bags” - Which group says more sentences than other wins the game - Give feedback - Award gift for the winner *Production: - Ask the four groups to show the class the result of the project * We use imperatives to give instructions, orders, commands, requests, warnings, suggestions, - Positive imperatives: Ex1 Recycle bottles and cans Ex2: Reuses glass bottles and jars - Negative imperatives Ex1: Don't use plastic bags Ex2: Don't throw away old glass - Listen and repeat - Read the sentences and fill in individually - Check their answers with their partners - Check answers as a whole class * Answer keys Reuse Recycle Pick up Reuse Don't throw away - Do the task individually - Check their answers with their partners - Check answers as a whole class - Write the sentences on the board - Work in pairs - Share their ideas with the class - Play the game in two groups - One from group A says “Don’t use plastic bags; ” one from group B “ ; ” 19 - Give the class the presentation of project’s products C Consolidation (2’) Summarize the positive and negative imperatives D Homework (2’) - Practice speaking: Using positive and negative imperatives to give instructions, orders, or advice about how to save the environment - Do exercises: Grammar a, b page 36 (workbook) - Use literary knowledge to write a short paragraph to tell how to save the Earth Hand in in two days, try to decorate their hand writing paper as beautiful as possible 2.4 Efficiency of the study 2.4.1.The result 20 In this school year, I have been teaching English class 6A In every period of teaching, I always use project teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity I found that this method learning English not only in the classroom but also at anywhere has provided the students with the comfortable and effective ways of learning The students feel excited and they are eager to wait for English classes They can understand the lessons more deeply and more naturally They either speak English in the class or outside the school confidently Based on the results of the students’ learning, I have the results of testing of the students in class 6B which I didn’t use this method to compare to the the results of testing of the students in class 6A which was used this method in teaching at Nga Tan secondary school in this school year after the lesson: Unit 6: Lesson 2.2- English (I learn smart world) the result as follows: Class Excellent 10 % Good % 6A Number of the students 37 Percentage 27,0 13 35,1 Average 14 6B 36 11,1 19,4 23 % Bad 37,9 % 63,9 5,6 2.4.2 The meaning of the research topic From the reality of teaching and the learning of students, I once again affirm that using project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity is a solution for the most effective learning process has been effective clearslattractive, inspiring students, helping them actively take the initiative in thinking and acquiring new knowledge If teaching by the old method, students are often mind communicating, then when implementing this project, it has created a lively learning environment, students are bold and confident in communication, especially their ability to use fluently However, in order to successfully implement “using project based teaching method combinates with applying the interdisciplinary knowledge and creative experiential activity” into teaching English requires teachers to constantly self-study, self-foster, improve their knowledge many other fields and subjects can be delivered to students in a flexible, creative and effective way I plan to continue this project in the 2022 2023 school year and the following years for my students who are currently teaching The above is my test lesson with the help of the peer teachers Looking forward to the support and contribution of the teachers and teachers, I will improve this lesson CONCLUSION AND RECOMMENDATION 3.1 Conclusion With the basis of a qualitative study, it is safe to say that the answers to the research questions are satisfactory However, the limitations of the present study should be mentioned: 21 The time of the current study might not be long enough for conducting the research to cover all the students Here, the writer only concentrates on 37 students This also contributed to the writer’s failure to see the satisfaction in students' learning 3.2 Recommendations for further research Based on limitations of this study, some suggestions for future studies are proposed Further studies can be conducted with a longer time frame with the expansion in finding more effective methods to teach English effectively for students at secondary schools For the materials, future study is suggested to be carried out with the deep and careful investigation into students’ taste of different genres In addition, it is suggested that the stakeholders especially the principal of Nga Tan secondary School should provide teachers with more opportunities to encourage all students to learn English Nga Tan, April 8th, 2022 CONFIRMATION OF STATEMENT OF AUTHORSHIP THE HEAD MASTER OF I hereby acknowledge that this study is mine NGA TAN SECONDARY The date and findings discussed in the thesis SCHOOL are true, used with permission from associates and have not been published elsewhere Writer: Nguyen Xuan Quy Trinh Thi Ha 22 REFERENCES Journal of Education Circular No 41/2010 / TT-BGDDT, December 30, 2010 of the Ministry of Education and Training - Issuing High School Charter Charter junior high school, secondary school and high school have many grades, issued together with Decision No 07.2007.QD-BGDDT 02.4.2007 of the Minister Ministry of Education and Training English textbook 6( I-learn smart world) English teacher books (I-learn smart world) Some websites http://portfolio.educ.kent.edu// http://infocus.edu.vn// http://eduhome.vn.com// https://www.youtube.com/watch?v=X2YgM1Zw4_Ehttp://languag e123.blogspot.com// APPENDICES There is a video contained in the link following as a proof for my experience initiative https://drive.google.com/file/d/1n8_aZyfSJ9l9rdNLtgoLCxf5jbGw6oE/view?usp=drivesdk 23 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN Họ tên tác giả: Trịnh Thị Hà Chức vụ đơn vị công tác: Giáo viên Trường THCS Nga Tân TT Tên đề tài SKKN Áp dụng phương pháp vào dạy phần từ vựng cho hs lớp môn tiếng Anh trường thcs Nga Tân Áp dụng phương pháp sử dụng tranh để dạy từ vựng cho hs lớp môn tiếng Anh trường thcs Nga Tân Áp dụng phương pháp vào tiết dạy tiết đọc môn Tiếng Anh lớp trường THCS Nga Tân Sử dụng số trị chơi ngơn ngữ giúp học sinh học tốt môn Tiếng Anh trường THCS Nga Tân Củng cố ngữ pháp Tiếng Anh cho học sinh lớp thông qua tiết dạy Language focus Áp dụng kĩ thuật dạy tiếng Anh nhằm nâng cao hiệu tiết nghe hiểu cho học sinh lớp trường THCS Phát triển kỹ viết cho học sinh giỏi lớp trường THCS Nga Tân việc thực hành số dạng viết luận tiếng Anh “Applying the interdisciplinary knowledge to teach the Section: Speak - unit 1- English for students in grade at Nga Tan secondary school” Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh…) Kết đánh giá xếp loại (A,B C) Năm học đánh giá xếp loại Phòng C 2008 -2009 Phòng C 2009 – 2010 Phòng B 2010 – 2011 Phòng B 2012 - 2013 Phòng B 2013-2014 Phòng B 2014-2015 Sở C 2015-2016 Sở B 2018-2019 ... decided to choose the topic: "Using project based teaching method combines with applying the interdisciplinary knowledge as well as creative experiential activity in teaching Unit 6: Lesson 2. 2- English. .. teaching method 2. 1.3 Creative experiential activity 2. 2 Situation of the problem before applying the study 2. 2.1 General reality of the school 2. 2 .2 To the student 2. 2.3 To the teacher 2. 3 Solutions... choosing the study 1 .2 The purpose of the study 1.3 Scope of the study 1.4 Method of the study CONTENT 2. 1 Theoretical background 2. 1.1 Project overview and project teaching method 2. 1 .2 Integrated teaching