SKKN DEVELOPING CORE COMPETENCIES FOR STUDENTS IN THE PROCESS OF TEACHING ENGLISH 12

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION - - TEACHING EXPERIENCE DEVELOPING CORE COMPETENCIES FOR STUDENTS IN THE PROCESS OF TEACHING ENGLISH 12 Subject : English Field : Teaching Methodology Tan ky, April, 2022 INTRODUCTION Today, educational innovation has become an urgent need and a global trend Many countries have constantly innovated education to improve the quality of human resources and equip future generations with a strong cultural foundation and high adaptability to all changes of nature and society Our Vietnam is not an exception to that trend Implementing the Resolutions of the Party, the National Assembly and the Prime Minister's Decision, the new general education program is built in the direction of developing the quality and capacity of students; It creates a learning and training environment to help students not only develop in harmony physically and mentally but also become active and confident learners who know how to apply active learning methods to perfect their knowledge and foundational skills as well as to be aware of career choice and lifelong learning; Students have the good qualities and capabilities necessary to become a responsible citizen; a cultured, industrious, creative worker meeting the individual's development needs and the mision’s requirements of building and protecting the country in the era of globalization and new industrial revolution Before the requirements of social reality, the mission of educating and training people, teachers always wonder how to fulfill it Being teachers of English, we also aspire to be the people who contribute to the formation of qualities and competences for students as required Moreover, we want to have a good preparation for the 2018 New General Education Program in the coming years We feel challenged and necessary to change methods as well as explore appropriate ones to meet the educational mission To develop common or core competencies for students requires many factors such as continuity and teachers’ patients After experience, we have got a lot of achievements Hence, we choose the topic “Developing core competencies for students in the process of teaching English 12” with the desire of sharing some experiences with our colleagues and providing some models that colleagues can apply promote their teaching The topic outlines activities to promote "core competencies" for students in the process of learning English, which is a new goal in the upcoming high school program It is novelty of the topic that creates activities to promote the common competencies of 12th graders at Tan Ky High School in particular but in other schools in Nghe an province in general CONTENT PART I: THEORETICAL AND PRACTICAL BACKGROUND I.1 What is competency? Educators have given many different definitions of competency Competency is “the ability to respond effectively to complex requirements in a particular context.” This definition states that the most important feature to identify a capacity is "effective", but has not clarified the structure and "address" of the capacity Competency is “the sum of the abilities and skills available or learned as well as the student's readiness to solve problems that arise and to act responsibly and critically to arrive at solutions.” This definition also refers to the contribution of factors "available" in each individual to the development of his or her own capacity Competency is “the ability to act, succeed and progress based on the effective mobilization and effective use of a combination of resources to face life situations.” Based on the above research results, the New General Education Program 2018 explains the concept of competency as follows: “Competency is an individual attribute that is formed and developed thanks to inherent qualities and the process of learning and forging training, allowing people to mobilize a combination of knowledge, skills and other personal attributes such as interest, belief, will, etc… to successfully perform a certain type of activity, achieve results desired under specific conditions.” I.2 Developing competencies is the goal of the 2018 new general education program The overall general education program has announced the goal of educating high school students to well practise qualities and 10 competencies Among the 10 types of competencies, core and specialized competencies are distinguished Specialized competencies are formed and developed mainly through certain subjects and educational activities: competence of language, computation, technology, informatics, natural and social inquiry, aesthetic, physical competencies As for the general ability, there are three core competencies that are autonomy and self-learning, communication and cooperation, problem solving and creativity They are formed and developed by all subjects and educational activities I.3 English in the formation and development of core competencies for students English subject for high school is a subject in the field of Language and Literature Education in the New General Education Program 2018 (NGEP 2018) English is one of the subjects with many advantages in contributing to the formation and comprehensive development of the general competencies mentioned in the overall curriculum These core competencies are formed and developed not only through teaching content but also through innovating teaching methods and organizational forms with a focus on promoting the positivity, initiative and creativity of students Learners can practise activities of listening, speaking, reading and writing English As with the main qualities, according to the regulations on the uniform presentation of documents of all subjects, the English curriculum only states the general requirements for the whole subject from a general perspective and associated with subject specifics Particular requirements for each level have been outlined in the overall 2018 NGEP The English program helps students to form and develop necessary core competencies for citizens of the 21st century such as: self-control and self-study, communication and cooperation, problem-solving and creativity, etc Some examples of how students can form those competencies are as follows: (i) Autonomy and self-study capacity Having a good study method will help students develop their ability to communicate in English effectively Through the practice of listening, speaking, reading and writing skills, students form some basic learning methods such as: how to determine learning goals and plans, how to practice communication and study language knowledge, how to use learning materials and electronic learning materials, how to actively participate in interactive learning activities, selfassessment and adjustment Students choose learning methods suitable to their individual abilities, characteristics and learning conditions Appropriate learning methods help students learn actively and effectively, becoming capable learners of learning independently in the future (ii) Ability to communicate and cooperate English is a subject that plays a key role in the formation and development of English communication ability for students Through English, students can: - Determine the purpose of communication, select content, language and other means of communication suitable to the context and object of communication to discuss, argue, and evaluate issues in their learning as well as their life in English - Develop emotional capacity, thereby recognizing, understanding and empathizing with others’ thoughts, feelings, and attitudes - Live in harmony and resolve conflicts; - Establish and develop appropriate relationships with others; increase the effectiveness of cooperation through activities such as pairs, groups and whole class (iii) Problem solving and creativity Problem solving ability in English subject is demonstrated in the ability to evaluate the content of texts, to clarify information, new and complex ideas from different information sources; know how to analyze independent information sources to see trends and reliability of new information and ideas; know how to use evidence when recognizing and evaluating things and phenomena; Ability to assess problems and situations from different perspectives English subject emphasizes the role of students as active readers Through training forms from low to high, students have the ability to propose ideas and create new products in learning and life, think out of the way thereby proposing solutions that are appropriate to the context I.4 The real state of developing core competencies for students in the process of teaching English 12 at Tan Ky high school To find out the status of developing core competencies for students in the process of teaching English 12 at Tan Ky high school I clearly defined the followings: Purpose * Trying to find out teachers’ attitude, understanding and experience about developing core competencies for students in the process of teaching English 12 * Find out teaching methods as well as forms of teaching organizations: What are the teaching methods and forms of teaching organizations used by English teachers to promote 12th students’core ability? * Find out current status of developing core competencies for 12th students: How are the students and teachers interested in developing core competencies? What teachers and students to develop core competencies? Study objects * Teachers: 16 teachers from Tan Ky high school, Le Loi high school, Tan Ky high school * Students: Survey 168 students, 44 of them are in class 12C7 – the experimental class, the rest of 126 are from other 12 grades at high schools in Tan Ky this year Methods of inquiry  Use questionnaires, observations * Questionnaire for teachers (see Appendix 1a) * Questionnaire for students (see Appendix 2a) Survey results Teacher survey data (see Table 1- Appendix 1b) The student survey data (see Table 2- Appendix 2b) Comments: Basing on the results of the questionnaire survey and many other sources of information on teaching in Tan Ky, I have some comments as follows: All teachers of English in the questionnaires know clearly three core competencies that required in the 2018 New General Education Program with 14 teachers making up 87,5% strong agreement and two teachers with 12,5% agreement It is understandable because of the results of teacher training program A similar number of teachers feel necessary to improve core competencies of my students.The percentage changes with 31,25 % strongly agree and 68,75% agree that they want to build interesting and attractive lessons aiming at developing core competencies It is a good thing for the start of New English Program There are 12 teachers agree on two levels admitting that they have ever helped students promote their core competencies Four other teachers have not done that Eleven teachers holding up 68,75% agree they feel it easy to develop core competencies in the process of teaching English 12 but six of them, accounting for 31,25 % feel difficult All of the teachers think old English 12 textbook was not designed to develop core competencies Six teachers making up 37,5 % strongly agree that they always use many teaching methods and forms of teaching organizations, teaching tecniques in my lesson to develop core competencies for students Other 37,25 % agree and the rest 25% four teachers disagree For students, In the same content as teachers but only 10,8% ( 18 students) strongly agree and 15,5 % (26 students) clearly understand core competencies in the new general education program 2018 that students need to achieve Nearly a half of them, 44% disagree and even 50 students holding up 29,7% The data about desire to develop their competencies, especially core competencies leads us surprisngly because there are still 16 students (9,5%) disagree The results also reflect that most of them have good view and ambition It seems unhappy when 108 students refuse they can have self-control, self-study and only 60 others agree, making one third Similarly,10 students (6%) and other 60 students (35,8 %) respectively find themselves able to cooperate and communicate well, however, 92 students disagree and other strongly disagree In term of finding capable of creative problem solving, There are only four students strongly agree and 38 agree whereas 98 students coressponding to 58,3 % strongly disagree and 28 disagree A better sign with 94% learners agree and strongly agree they like learning English through projects or creative experiences It proves our students want to explore, accept challenges and face difficulties Most of them hope to have a lot of interesting and attractive lessons aiming at promoting core competencies; only 28 students disagree and strongly disagree it It reflects the fact at school some students have lost their motivation for their learning because of many different reasons In general, both teachers and students have a positive attitude, wanting to develop core competencies for students The teachers are mentally ready for teaching to develop students' competencies     PART II: SOLUTIONS TO THE PROBLEMS II.1 Determine teaching methods, forms of teaching organization and some techniques to develop core competencies In the process of implementation, we see that teachers need to actively coordinate many teaching methods as well as teaching forms and techniques to bring better results In terms of teaching methods, the communication-oriented teaching method or the communicative language approach (CTA) clearly brings outstanding communication ability for students rather than other methods.The communicative language approach is an appropriate and effective method to meet the basic goal of English in high schools.This direction emphasizes the formation and development of students' communication ability through the use of grammar rules to create correct and appropriate sentences in the form of listening, speaking, reading and writing The communicative language approach has similarities with the learnercentered one in education, thereby encouraging teachers to apply educational methods to enhance the effectiveness of the teaching process on the basis of appropriate emphasis which is placed on the active, creative, and active learning role of students Integrated teaching is a teaching orientation that helps students develop the ability to synthesize knowledge and skills in many different fields to effectively solve problems in learning and in life as well as develop necessary competencies, especially problem-solving abilities Integration is expressed through the mobilization, combination, and interrelation of related elements of many fields and subjects to effectively solve a problem and often achieve many different goals Along with these two methods, the project-based teaching method is being applied by many teachers because of its many benefits, especially to develop three common competencies of high school students Projects in foreign language teaching are highly effective activities because they can support learner-centered teaching, develop students' autonomy, promote collaborative learning, and promote student learning Projects that align with students' interests, or that are chosen by students on the basis of personal interests, will help them participate more actively Projects can attract the cooperation of students with different abilities and aptitudes and help students with weaker foreign language proficiency feel more confident in project implementation Moreover, through project activities, students' learning interest is increased; language skills are integrated, students' autonomous learning capacity is formed and developed, relationships Interpersonality between students is promoted, opportunities to interact with cross-cultural issues are created for project participants The teaching method of task-based assigning is also a good method to help foster self-study, self-awareness as well as problem-solving and creativity through the system of tasks that teachers assign to students to practise with their teaching intentions and goals When using above teaching methods, teachers can create and enrich techniques, and forms of teaching organization, suitable to teaching conditions and diverse students in the school localities We usually organize the following forms of teaching: (i) Role play Role-playing is a teaching technique that creates opportunities for students to use structures and vocabulary in oral communication in situations close to real life While role-playing, students can also observe and comment on the activities and feedback of their fellow role-players, thereby being able to recognize their own communication effectiveness in the simulated situation Role-playing also provides opportunities for students to observe, recognize, and perform nonverbal communication behaviors through gestures, facial expressions, and eye contact In addition, role-playing also encourages students to be bolder and more confident in communication and helps students expand their English communication environment outside of the classroom through situations such as ordering food in a restaurant, making crafts, checking-in at the airport, buying goods in the supermarket, asking the traffic police for directions when you get lost, (ii) Songs and poems These teaching methods help students practice pronunciation, intonation, rhythm, develop listening skills as well as a rich source of teaching materials about the cultural characteristics of English-speaking countries (iii) Storytelling Storytelling is a highly effective teaching activity for students To make storytelling work effectively, teachers need to select stories that are appropriate to the language level and interests of their students, and from that story can design a variety of activities (iv) Games Games are an effective form of learning for young students Due to the psycho-physiological characteristics of students at a young age, they not have the active motivation to learn foreign languages like older learners, games create interest in learning for students and moreover, games also help students reduce stress, anxiety during the period of exposure to a new language other than the mother tongue The game also helps teachers create situations for students to learn a foreign language in a meaningful context when practicing communication Games are also an effective form of foreign language teaching for all four skills of listening, speaking, reading and writing Teachers can use a variety of games such as guessing games, singing/dancing-activity games, board games or vocabulary games (v) Drammar Drama is a fun, engaging and interactive form of learning. Drama can help students achieve better results, have more fun and motivation.It gives them the chance to practice the target language before they conversation in real environment It provides a realistic environment for language practicethat learners are free to take turns, ask questions, and change topics in small groups or pairs One small action is more powerful than reading hundred of course books Drama makes learning process more enjoyable Changing a classroom that has a classic order can be a positive factor that will relax students and thus change their achievement and perception of the class It is a good strategy to encourage the students to activate their oral skills without anxiety (vi) Experiential learning Experiential teaching is rooted in the idea of "learning by doing", emphasizing learning with action Normally, humans can remember only 20-30% of information through reading, listening, and seeing, but can retain 90% of information through experience and practice Experiential learning is one of the effective methods to bridge the gap between theory and practice Experiential English teaching is a teaching approach that can be flexibly implemented in different students in different teaching conditions Through situations and contexts that are close to real life and highly applicable such as roleplaying, presentations, playing games, handling situations, etc., Students have the opportunity to communicate in English with practicing necessary soft skills for their future learning and life in an active, confident and creative manner Teachers can organize experiential English teaching through activities such as watching movies, making reports in English, interviewing foreigners, working as a tour guide with foreigners, and doing talk shows about Vietnamese cuisine etc … These forms of teaching organization are more often used in our lesons at our school II.2 Determine core competencies’ requirements of 12th students The 2018 General Education Program forms and develops for students the following core competencies: autonomy and self-study (Table 1), communication and cooperation competency (Table 2), problem solving and creativity (Table 3) After finishing 12th grade, each student needs to achieve requirements as follows: Table 1: Autonomy and self-study competency 10 of Ho Chi Minh, or April 19- the founding of Tan Ky district, Teachers can accompany students to places related to historical sites, and this turn we choose “ KM0- the start of the legendary Road Ho Chi Minh” Assigning task to each group to the harvest lesson at classroom before going to KM0 Dividing groups and assigning task Group1: Introduction to the national historical site Km0 Ho Chi Minh Road 2’ Group 2: Why we need conservation? Group 3: Status of conservation work Group 4: Conservation solutions Each group chooses one representative to attend as a judge of the Evaluation Board Experiencing 90 m Preparation for ½ the harvest day lesson Visiting KM0- Find out information for the lesson the teacher has assigned to the groups - Headgroup give duties to each members Members in each group discuss the harvest – content Teacher answers students' questions about the content of the activity - Members makes slides and prepare for the perfomances - Teachers give criteria and students give their opinion then agree on criteria for testing and evaluating peformances Unified criteria - Performing Regulations: Each subgroup for checking 5m reports the product to the front of the class and evaluating using a power point form or posters within minutes - Teachers and judges scored each group Product report 28 - The representatives have to represent in front of class what they undertake to perform In the performance, members use slides or 38 posters to make the content and analysis clearer and more attractive -Teacher and judges appreciate the products.This is the process of an optional lesson The presentation will be conducted in one period as in lesson plan design Publishing project results 3’ - Teacher publishes product results for each group and each individual - Students comment on the results of the assessment Discussing, contributing to 6’ the activity - The teacher suggests that students discuss and contribute to the experience Learning from 4’ experience - Teacher draws experience from activity for students on the activity implementation process, encourages students to develop their ability of are autonomy and self-learning, communication and cooperation, problem solving and creativity * Teaching plan for the “Post Harvest” lesson I Objectives: Aims: By the end of the lesson, students will be able to: - Improve their speaking English - Improve their skill of using Power point / posters to present their poems - Improve students’ skill of presenting before crowds Then raise their awareness as well as their responsibility for historical site conversation Knowledge: a General knowledge: - Knowledge about history, the KM0 and Ho Chi Minh Road - Admire the endless love as well as past generations’ donation for our country b Language: - Grammar: Applying all kinds of grammatical structures - Vocabulary concerning with the topic “ Historical places" Skills: 39 + Main skill: Speaking English + Sub-skills: Presenting skill Students' attitude: - Working actively - Deeply aware of parents’ endless love and the importance of the family II Anticipated problems: - Some students may not feel self- confident when presenting - Electricity is cut off III TEACHING METHOD Communicative Teaching Approach and Project based Learning IV Teaching aids: board, chalk, computer, camera or smartphones V Procedures: Period 1: Stages and contents Teacher’s activities I Class –stabilization (1’) - Greet the class Check the attendances II Warm-up:( 3’) Watch short video about KM0: Play the video on the you tube https://m.facebook.com/watch/? v=807699092926145&_rdr Ask students some questions: Q1:What is it about? III Present( 24 m) groups take turn to present their part of the project: + Group1: Introduction to the national historical site Km0 Ho Chi Minh Road + Group 2: Why we need conservation? + Group 3: Status of conservation work + Group 4: Conservation solutions V Evaluation and getting Students’ activities - Greet - The monitor answers the teacher’s question Watch video Answer Introduce KM0 and question lead to the lesson the Invite four assessors to sit on the first row and prepare to evaluate group’perfomances judges chosen prepare note papers, pens and handouts of rubrics that the teacher gave Ask the Listen to the representatives of presentations every group to present and comment after each in turns 40 experience.(10) VI Consolidation ( m) Summary Listen to the song “Lên Tân Kỳ em” by Khanh Ly, one of a judge Collect the handouts of evaluations from two assessors - Give the overview, comments Compliment and encourage students group finishes Listen to the teacher Students give more contribution opinions for the activity - Stage 3: Evaluating, collecting experience from project implementation The teacher gave general assessment to whole class * Advantages: - Most of the groups already knew clearly about KM0 Students also understood why we need to preserve the site and suggest solutions They could use the Internet to search and retrieve information; Students know to use PowerPoint, Ms-Word to compose an effect slides with text, sound, images, slides The best groups are group and - Student groups have relatively good co-operation among team members;  * Restriction: - Some students are not confident in communication, resulting in embarrassing when presented in front of the class - Some of students are not serious when coming to the relic site * Results: - Groups’ presentations: slides, posters, pictures - Each group has a maximum of points - Group products: Written bulletin about Km0, facebook site, some sovenirs of conical hats, paper fans… Group 1: Attached with powerpoint slides in USB Introduction to the national historical site Km0 Ho Chi Minh Road “Going through Truong Dong remembers the old story." The mountainous land of the West of Nghe An is the place where heroic historical stories of the nation have been written The names of people, the names of the land have been recorded in the green history of the country to forever be famous with the years Km0 is located in the middle of Lat town, right next to the legendary Ho Chi Minh road, a place that lights up the pride of the people and the land here In the past, Lat town was located in the middle of wild mountains and forests, bomb craters left by the war With roads: One connecting road 15B runs to the North, another is road 15A running to Do Luong, Nam Dan, to Dong Loc intersection; the other fork is the strategic motorized transport road fled to the 41 South to provide food and ammunition for the South Initially, the scale was only a battalion with more than 500 officers and soldiers, but with the help of thousands of engineers, young volunteers, people in Nghe Tinh districts, they dug thousands of blocks of earth and rock, restored dozens of bridges and culverts, building a safe and secret route to the South, dozens of main divisions and millions of tons of cargo were gathered in Lat town (Km0 today) To get the Truong Son road with many heroic victories of a historical period and get what it is today has gone through a long historical period with many sweats and tears, at the expense of sacrifices blood and bones of many generations his father went before The resistance war against America to save the country took place more and more fiercely Before that situation, on May 19, 1959, President Ho Chi Minh decided and directly assigned the task of establishing a strategic transport route to support the southern revolution and help Laos and Cambodia That transport route was later named Ho Chi Minh road This is a special strategic road connecting the great rear with the great front On August 9th, 1964, the regiment 98th engineer unit led by comrade Phan Quang Tiep as the regiment commander entered Truong Son at the earliest, made the first hoe, opened a motorized road on Ho Chi Minh road (Com Meo slope) , A Luoi, Thua Thien Hue) The Ho Chi Minh strategic motorway was opened from the middle to the two ends and to Tan Ky district (Nghe An) in 1972 On October 25, 1965, the first motor vehicle convoy with hundreds of vehicles named "Uncle Ho's green light" brought goods deep into the battlefield, opening the period of continuous large motor transport on Ho Chi Minh road Wherever the road is open, the car would go deep there In 1972, the Ho Chi Minh strategic motorway was opened to Tan Ky and the landmark Km This is also the starting point of the legendary Ho Chi Minh strategic motorized road east of Truong Son starting from Tan Ky (Nghe An) to Loc Ninh (Binh Phuoc) The Ho Chi Minh strategic motorway extends from the North to the South with a total of 17,000km, 1,920km in the east of the Truong Son alone with vertical and 21 horizontal lines connecting the battlefields Initially, Km0 was marked with a stele without letters about 0.6 -0.8 m high With the spirit of "Cutting along Truong Son to save the country", From the legendary road full of clouds and flowers day and night, the Northern army and people transferred nearly 455 million tons of weapons, ammunition, and nearly 58 million tons of gasoline to support the people, the southern frontline Km0 became the gathering place of material and human resources for the South until the day of great victory and national reunification When completing its historic mission, today to serve economic development, the Ho Chi Minh Road, invested by the state, has become a lifeline connecting the North-South to serve the cause of industrialization, modernize the country In 1989, Ho Chi Minh Road was rebuilt according to national standards and 42 associated with this legendary road is the landmark Km0 On April 27, 1990, milestone was recognized as a national historical relic At this time, the unnamed landmark was replaced by the name "Km 0" Pictures: Km0 in 1995 Picture: Km0 in 2005 In 1995, the landmark was rebuilt and changed with the name Km0 with a bas-relief attached, at the top of which was a fresh national leaf In July 2004, Km was restored, rebuilt and completed in May 2005 On December 9th, 2013 after a long time, the 12th Army conducted a survey of the terrain and was recognized as a special national monument Tan Ky is honored to be one of 15 provinces and cities in the country and also the only district in Nghe An to receive this title This monument will forever remember the starting point of the legendary road that contributed to the great victory of our nation in the resistance war against the US for national salvation During wartime, Km was a historical rendezvous point for military gatherings Now, this place has become a place to serve the people, domestic and foreign tourists and overseas Vietnamese to visit and learn about the heritage values of the monument Currently, all levels of industries are interested Km0 relic has been upgraded to become a destination and tourist destination for domestic and foreign tourists This is also a place to meet the traditional educational needs of the nation and the Truong Son Army so that our people and future generations can better understand the resistance war against the Americans to save the great country Group 2: Why we need conservation? National historical site Km0 Ho Chi Minh road is not only a living museum of the people of Tan Ky but also of the whole country with great values This is a direct historical source, providing us with information It is important for the 43 nation's majestic history, the heroic tradition of our ancestors, and the predecessors in the process of national construction and defense However, at present, the local people are still indifferent to the monument that has faded the value of the monuments, making awareness raising and conservation more urgent than ever Currently, there is no research work to preserve and promote the historical and cultural value of the national historical site Km0 Ho Chi Minh road Meanwhile, the work of preserving and promoting the relics is currently necessary And historical and cultural values are increasingly interested by localities in the country and the world Therefore, it is very necessary to preserve and promote the cultural and historical value of the national historical site Km Ho Chi Minh Road • Status of conservation Participating in cleaning are mainly students from schools in the town such as (Nguyen Trai Secondary School, Tan Ky High School) The Youth unions of these two schools often coordinate with the Tan Ky district Youth union to respond to major holidays such as the liberation of the South on April 30th to clean up and beautify the landscape However, this activity still has many limitations, low quality, and countermeasures - Participating in contests to find out about Km0, some schools also participated but not significantly, mainly focusing on schools in Tan Ky town - Making banners, slogans, drawing propaganda pictures This activity is also very limited, because the school doesn't organize it and in the locality, they can only participate in summer time Because of the short time, the efficiency is not much - Making handmade products, souvenirs: Surveys in schools in Tan Ky district show that this activity has not been carried out, which means that we not know how to promote the value of the national historic site Km0 brings - Introduce friends and visitors about the historical site of Km This activity is carried out, but the quality is not high, the content they propagate only briefly talks about the historical relic History of Km0 without thoroughly introducing it to friends, visitors understand the historical value of the relic This is due to the lack of propaganda materials about the relic site (not even available), besides that it has not received the enthusiastic attention of all levels and sectors - Posting pictures on the social network facebook, this activity in the past time we have put pictures associated with relics However, these photos are just taken for fun, most of the photos that the children put up are not right with the preservation and promotion of the historical and cultural value of Km0 Ho Chi Minh Road, so they have not attracted friends yet , tourists like other historical sites in the province 44 - Contribution, renovation: the problem in the past years has not been done Group 3: Status of conservation First: About propaganda work The work of communicating to people and visitors about the historical value of the relic has been paid more attention by all levels and sectors However, in recent years, propaganda work is still limited and has not promoted the great value that Km0 monument brings Specifically: Every year, competition to learn about Ho Chi Minh national historical relic has not been organized through contests about history, painting, production of traditional crafts, banners, posters Second: Not yet received the attention of the whole society At present, the conservation and promotion of the historical and cultural values of the national historic site Km0 Ho Chi Minh Road has not been concerned by all levels and sectors Third: Only interested in university exams Currently, due to following the trend of the times, many students only focus on university exams such as (Mathematics, Physics, Chemistry ) so they sometimes overlook local history Besides, Schools and families have not yet paid attention to this issue, even some families not only discourage but also prevent and forbid their children to learn Fourth: References to monuments are limited Currently, there are few references to the Km0 relic, even without a scientific study, it is difficult to write a specific document about this historical site to match the value of Km0 We study the ruins -Fifth: There is no encouragement of creative ideas to preserve the national historical site Km0 Students are the future owners of the country, a large intellectual force in the future Children's creative ideas should be consulted and encouraged These practical ideas can be formed into valuable solutions to preserve and promote the value of the monument However, in recent years at all levels, local authorities have not really paid attention to and encouraged their ideas That is the reason why the awareness and conservation activities of the students are still low -Sixth: Students are indifferent to conservation work Most of the young people in Tan Ky asked not know this relic, even though they have lived and gone there many times, some even said that I don't need to find 45 out because it has no value It's sad that you don't understand your own origin of the country, how will you preserve and promote the value of the relic in the future Group 4: Conservation solutions (i) Write a handbook “Km0- A heroic time” + Goal of the solution We make it clear that every starting solution must be built on the basis of human perception Correct perception is the first solution and has fundamental value for other solutions to be implemented Teachers, parents, and students all have to improve their understanding in order to preserve and promote historical values of Km0 Km0 Ho Chi Minh Road Handbook provides an overview of the history, architecture and culture of Km0 Ho Chi Minh Road in a simple and interesting form suitable for students of all ages Vivid images with many images of Km of Ho Chi Minh Street in the past and present This handbook has been published both in Vietnamese and English version (ii) Making traditional local crafts, souvenirs about Km0 + Goal of the solution: Encourage the younger generation and people in the area to make traditional local crafts and souvenirs about Km0 This activity brings many emotions to the childrent thereby highlighting the desire to preserve one of the traditional values of the nation These products will be well received by visitors, which will directly contribute to preserving the traditional value of Ho Chi Minh National Historic Site + How to it: Students will find materials such as bamboo, paper, cloth, plastic sheet, or collect materials around, easy to find environmentally friendly with the enthusiastic help of good artisans in the area to make products are welcomed by visitors such as: conical hats, handicrafts, brocade weaving, paper fans, hats, paintings, and other souvenirs with the symbol of Km0 on Ho Chi Minh Street (iii) Competition for creative ideas and conservation of national historical sites Km + Goal of the solution: In order to encourage students to come up with creative ideas and preserve practical ideas that can be developed into solutions to preserve and promote the historical, cultural and historical value of the national historic site Km0, Ho Chi Minh road + How to it: The contest for creative ideas to preserve the national historical site Km0 on Ho Chi Minh Road was organized by the Ho Chi Minh Communist Youth Union of Tan Ky High School 46 (iv) Set up Facebook to introduce friends and visitors to Km0 + Goal of the solution: In recent years, Facebook has become an indispensable part of the modern life of the world in general and Vietnam in particular One of the strong attractions of Facebook is its ability to update information like a hurricane Therefore, we use Facebook to introduce the historical and cultural values of the national historic site Km0 on Ho Chi Minh Road to the community and visitors, stimulating and attracting visitors to learn about Km0 + How to it: We set up Facebook and renamed it Km0 Ho Chi Minh Street with an easy-to-use approach to communicating with students Pictures: Km0 in 1972 Pictures: An exhibition room at Museum Km0 47 PART III: FINDING AND DISCUSSION Through the three specific lessons we mentioned as well as the series of activities in the English 12 program, we are confident that the requirements in Section II.2 would be met Comparing with other classes, they proved more competencies with their poems, hand crafts, souvenirs, posters, video, slides, photos.etc… Three core competencies will be formed and developed gradually from the beginning of the year to the end as follows: Autonomy and self-study capacity In term of autonomy, Students took the initiative and actively perform your own work in learning such as writing letters, composing poems, finding out information about KM0; They knew how to actively help, share with friends while performing tasks They self-affirmed and defended legitimate rights and needs, clearly expressed while writing cover letters, participating in interviews to win the right to be selected, not to be excluded from the list - Students through the willingness wrote poetry despite knowing nothing; they were willing to accept and determine to overcome the learning challenges given by the teachers It showed a change in the way of thinking, expressing attitudes and feelings to meet new requirements and new circumstances Furthermore, students could self-assess strengths and limitations of feelings and emotions when writing poems about family feelings; They became more confident when presenting in front of the group; When working in a team, they seemed usually calm and well behaved They knew how to stay away from social evils after listening to the content and analysis of love, responsibility, avoiding evils, filial piety to parents, love and respect for family and country in poems , handbooks etc…written by the students themselves After the lessons on history in their homeland, highlighting the glorious feats and sacrifices of their ancestors, they would be grateful and regularly cultivate according to their personal striving goals and civic values - In terms of career orientation, students were aware of their own personality and life values They knew the main information about the labor market, about the requirements and prospects of the professions, which was evident when joining and choosing for themselves one of eight companies, organizations, and centers to apply for a job in unit From this lesson, students determined the appropriate development direction after high school; planning, choosing to study subjects suitable for their career orientation - In term of self-study, self-improvement, Students defined learning tasks based on achieved results and knew how to set detailed and specific learning goals and overcome limitations - In terms of assessment and adjustment of study plans, Students gradually formed their own learning style; search, evaluate and select appropriate materials for different learning purposes and tasks; Record information in appropriate forms, 48 convenient for remembering, using and supplementing when necessary They can self-recognize and correct their own mistakes and limitations in the learning process Ability to communicate and cooperate - Students determined the purpose of communication appropriate to the communication context such as in an interview, at a historical places,… to achieve goals in communication They knew how to choose content, text style, language and other means of communication suitable to the communication situation as well as how to use language in combination with a variety of non-verbal means to present information, ideas, discuss, argue, evaluate scientific and artistic issues in accordance with their abilities They really felt active and confident in communication; and knew how to control emotions and attitudes when speaking in front of many people They were really serious in the interview, happy and proud at Km0 and emotional when listening to stories about feats…And the teachers feel sastified about it They determined their responsibilities and activities, knew how to analyze the work that needs to be done to complete the group's tasks and ready to take on the hard work of the team About Identifying the needs and capabilities of collaborators, through monitoring and evaluation, the ability of each team member to complete the work could be suggested to adjust the work assignment plan and organize the appropriate activities They also knew how to track the completion of work of individual members and the whole group to harmonize coordination activities and how to humbly absorb the contributed ideas and enthusiastically share and support the team members As a result, they created many souvenirs, postcards, handbooks, craffs, slides, poems… Moreover, basing on the group's performance goals, they could assess the achievement of the goals of individuals, groups and other groups, especially, Evaluation Board They learned from their own experience and gave suggestions to each person in the group One thing is quite interesting that students were proactive and confident in communicating with international friends; They knew how to actively and actively participate in a number of international integration activities suitable to themselves and the characteristics of the school and the locality and how to find and read foreign documents to serve their study and career orientation and that of their friends It was quite surprising that in the interview, they knew clearly about Mockmun (United States), SM Entertainment ( Korea)… Even, they talk with one another in Korean! 49 Problem solving and creativity Comparing with the requirements in table (II.2), we see that students could get new ideas quickly They were ready to identify and clarify new and complex information and ideas from a variety of sources and knew how to analyze independent sources of information to see trends and credibility of new ideas When the teachers gave them some English poem samples, they still felt worried but after listening to explaination, they did their best Even, they raised many new ideas in study and life (solutions for conserving Km0); created new elements based on different ideas such as souvenirs, handbooks etc…; formed and connected ideas; researched to change the solution before the change of the context They became more mature to know how to ask many valuable questions, not easily accept one-way information; not being biased when considering and evaluating problems; interest in convincing arguments and evidence; willing to consider, reevaluate the problem The things they made proved it When working in a project, they had to detect and clarify the problem and analyze situations in learning, detect and raise problem situations in learning They helped one another collect and clarify information related to the KMO, letters; poems know how to propose and analyze some solutions to solve problems; choose the most suitable solution, gather and coordinate resources (human, material) necessary for the operation as well as how to adjust the plan and implementation of the plan, the method and process of solving problems to suit the situation to achieve high efficiency In short, not only core competencies are formed and developed through each activity in each lesson, but also other competencies and qualities receive positive feedback Furthermore, the lesons brought us creating spiritual and material products One of those spiritual products is love When writing a poem about the family, searching for videos about the sacrifices of parents and brave soldiers died in war or watching the group's presentation, there are students, even teachers crying The stories, the analysis of the poems they choose, the enthusiasm when they compose are all fostering an infinite love for loving homes and those who have given birth to them It is clear that both learning improved and the relationship between teachers and students also grows They finished the product, and they gave it as a souvenir for their teachers and friends 50 CONCLUSION In the scope of this experience initiative, we have clarified some following issues: First, we have clarified a number of teaching forms and methods, commonly used techniques in the teaching process of English 12, in order to promote core competencies for students Second, this initiative has identified the requirements of the three core competencies that 12th graders need to achieve in the process of completing high school Third, this initiative has also provided detailed specific sample lessons to illustrate different activities and different teaching forms which form and develop core competencies for students Fourth, the teaching process proves that when core competencies are improved, students’ quality is also affected in parallel And in the implementation process, there are also difficulties that teachers have to face For example, each optional lesson lasts 45 minutes and each theme consists of two or three periods To implement project, it takes the teacher and students a long time to prepare at home Consequently, I have some suggestions for the applying this method as well as the development direction of the topic as follows: Each class group has different levels and teachers must choose the appropriate form and method of teaching For creative activities such as poetry writing, depending on the level of each grade to ask for high or low, for example, just writing and reading expressively without analysis For the interview, the 12th graders really need to let them practice for the real interviews later It has practical benefits, so teachers need to organize this activity for grade 12 students with higher requirements With extracurricular activities, depending on the locality, teachers can change the requirements and content suitably 51 Table of Content INTRODUCTION………………………………………………………………… CONTENT……………………………………………………………………… Part I: Theoretical and practical background………………………………….… I.1 What is competency? ……………………………… …………… ……… I.2 Developing competencies is the goal of the 2018 new general education program ……………………… ……………………………………….……… I.3 English in the formation and development of core competencies for students I.4.The real state of developing core competencies for students in the process of teaching English 12 at Tan Ky high school……………………………… ……….4 Part II: Solutions to the problems…………… ……………………………………7 II.1 Determine core competencies’ requirements of 12th students ………… ……7 II.2 Some activities have been implemented…………………………………… II.3.1 An creative activity for the beginning of 12 graders………………….… 13 II.3.2 A learning project………………… ………….… …………………… 21 II.3.3 An extra-curricular activitiy…………………… ………….….… ………36 Part III: Findings and discussion……………………… ….… ……… ….… 46 CONCLUSION……………………………………………… ………….….… 50 REFERENCES APPENDIX 1: Questionnaires APPENDIX 2: Types of evaluation forms APPENDIX 3: Student products APPENDIX 4: Evidences of the lesson 52 ... understanding and experience about developing core competencies for students in the process of teaching English 12 * Find out teaching methods as well as forms of teaching organizations: What are the teaching. .. out the status of developing core competencies for students in the process of teaching English 12 at Tan Ky high school I clearly defined the followings: Purpose * Trying to find out teachers’... proposing solutions that are appropriate to the context I.4 The real state of developing core competencies for students in the process of teaching English 12 at Tan Ky high school To find out the