1 PART A INTRODUCTION 1 2 Rationale As we know, English is the language of science, of aviation, computers, diplomacy, and tourism Knowing English increases our chances of getting a good job in a mult[.]
PART A: INTRODUCTION 1.2 Rationale As we know, English is the language of science, of aviation, computers, diplomacy, and tourism Knowing English increases our chances of getting a good job in a multinational company within our home country or for finding work abroad It’s also the language of international communication, the media and the internet, so learning English is important for socialising and entertainment as well as work In recent years, recognising the importance of mastering English, Vietnnam governments has been enacting a lot of policies and projects to improve the quality of teaching and learning English in the whole country in order to enhance our position in the international arena such as retraining English teachers, renovating students’ English books and syllabuses, encouraging and admitting students good at Engslish into universities or colleges… From school year 2020-2021 on, many upper secondary schools in Nghean Province have been intended by Nghean Department of Education and Training to apply the new English 10 syllabus to teach students The content of the new English 10 Syllabus is far different from the old one Apart from the traditional skill-teaching lessons such as reading, speaking, listening and writing, the new English 10 syllabus have other lessons: Getting started, Communication& Culture and Looking back & Projects, in which lessons “Looking back & Projects” are rather strange and difficult for teachers to teach effectively to students For these reasons, in this study I would like to presents some measures in order to help teacher have some useful ideas of how to teach effectively these lessons 1.2 Aims of study This study points out some problems and difficulties in teaching lessons “Looking back & Projects” in the new English 10 Syllabus This study aims at investigating some ways of teaching Lessons “Looking back & Projects” in the new English 10 Syllabus This study contains detailed theoretical explanation for several steps to be taken in class, to solve the mentioned problems 1.3 Scope of the study With the above aims, the scope of the study is limited to effectively teach Lessons “Looking back & Projects” in the new English 10 Syllabus with the hope that many teachers have something to care for to make their teaching more skkn interesting so that their students find themselves more motivated in learning English The topic of the study is: How to effectively teach “Looking back & Project” lessons in the New English Syllabus 1.4 Research methodology Practical research method: exchanging information, attending English classes, practicing teaching, consulting English teachers and summarizing experience skkn PART B: CONTENTS I DEFINNITIONS OF “LOOKING-BACK” AND “PROJECT” LESSONS 1.1 What is a looking-back lesson? A looking-back lesson is possibly called a review lesson A looking-back lesson connects the current lesson with previous lessons by going over points that were taught or learned previously Rather, they allow the students to demonstrate what they learned and what they remember A looking-back lesson is learning from experience or enabling others to so A looking-back lesson is a process that helps students to make use of personal experience for their learning and development It helps learners get more from work, life and recreation, especially if they have the reviewing skills to match their ambitions A looking-back lesson lesson can include: -reflecting on experience -analysing experience -making sense of experience -communicating experience -reframing experience -learning from experience 1.2 What is a project lesson? A project lesson is sometimes called a project-based lesson or project-based learning A project lesson is a comprehensive perspective focused on teaching by engaging students in investigation Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts The basis of a project lesson lies in the authenticity or real-life application of the research Students working as a team or a group are given a "driving question" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations Proponents of a project lesson cite numerous benefits to the implementation of its strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and skkn interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills Another definition of a project lesson includes a type of instruction, where students work together to solve real-world problems in their schools and communities Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way The promise of seeing a very real impact becomes the motivation for learning In short, a project lesson is a teaching method in which students can gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge It is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world Here are steps for implementing a project lesson, which are detailed below: -Start with the Essential Question -Design a Plan for the Project -Create a Schedule -Monitor the Students and the Progress of the Project -Assess the Outcome -Evaluate the Experience II CHARACTERISTICS OF LOOKING-BACK LESSONS AND PROJECT LESSONS IN THE NEW ENGLISH 10 SYLLABUS In traditional classes, students have been asked to demonstrate their knowledge through writing papers or taking tests Nevertheless, the current educational purpose is to help students develop comprehensively, including creativity, collaboration, and dynamism To achieve this goal, the new high school textbooks have added a new lesson: "Looking back and Project" at the end of each unit In the “Looking back and Project” lesson, there has been a shift to other sorts of tasks learners can perform to show their understanding These may include the construction of physical objects, presentations, computer programs, websites, videos, and other forms There has also been a focus on the process of preparing and performing these tasks, because it is in doing things that learners construct their initial understandings That is the reason why teachers have to show their own techniques to engage students in the lesson which maintains their interest A “Looking back and Project” lesson is divided into two sections: the “Looking back” section and the “Project” section The “Looking back” section is designed for the revision and consolidation of the language learned in the previous sections It begins with a pronunciation exercise which aims at checking students skkn ‘ability to recognize the sounds or the phonetic phenomena they have learned Words/phrases containing the sounds or the phonetic phenomena are often those that students have met in other parts of the unit or taken from the reading or listening texts The “Project” section is the last part of the unit It is aimed at providing students with an opportunity to apply the language and skills they learned throughout the unit to perform a task in a realistic situation The project tasks are often designed requiring teamwork or groupwork so that students’ teamwork or groupwork skills are developed and their team spirits are enhanced Much of the work for the Project is to be done outside the class, at home or during break time The teacher can spend some time for students to share the results of their project work in class The benefits of “Looking back & Project” lessons are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time and the outcome is increased content knowledge and language mastery Therefore, this study will focus on how to make “Looking back and Project” lessons more effective for grade 10 students Especially, students’ experience can increase motivation, autonomy, engagement, and a more positive attitude toward English through these sections III DIFFICULTIES IN TEACHING AND LEARNING “LOOKING BACK & PROJECT” LESSONS IN THE NEW ENGLISH-10 SYLLABUS For nearly one-year period of teaching the new English syllabus, all my colleagues and I have found out the problems which are burdens and barriers in teaching and learning English effectively, not only in my school but also in many other schools in our province 3.1 Problems from the syllabus: As mentioned above, Each “Looking Back & Project” lesson is divided into sections They are “Looking Back” section and “Project” section The former is familiar to teachers and balances students’ knowledge if it is taught in a period of 45 minutes In addition, the latter is stranger and more difficult for teachers and students It supplies more knowledge to the lesson, which means that the content of the lesson has a large buck of knowledge and new vocabulary which demands much of time and efforts from students as well as from teachers 3.2 Problems from students: 3.2.1 Low level of language proficiency In fact, students’ low level of English language proficiency is one of major factors that prevent them from learning willingly in lessons Majority of the students have already learnt English at lower secondary schools, however, their knowledge of the English language is not good enough for them to express ideas in skkn English As time goes by, if their knowledge of English vocabulary is not improved, they will lose interest in learning 3.2.2 Passive learning style Another factor that deters students from participating actively in lessons results from their passive learinng style Being deeply affected by some methods like Grammar-trannslation or Audio-lingual Method and the learning environment at lower secondary schools in which students learn English only to pass the entrance exams into upper secondary schools, students believe that the best way of learning English is just sitting, listening to the teachers and writing down what the teachers say In their opinion, being good at English means being good at grammar, vocabulary, but not at speaking or listening 3.2.3 Low motivation The importance of motivation to language learning is clear to all Motivation is related to success in second lannguage learning Motivation is express through students’ diligence and ardent participation in lessons Nevertheless, not many students in our school are confident enough to express themselves by listening and speaking, in their mind, English is just a “second” subject They “have to” learn English just because it is a compulsory subject in the syllabus and not many of them really love English and learn it as a hobby 3.2.4 Lack of confidence Many students confess that being afraid if losing face is one reason why they not willingly learn lessons Resulting from their low level of proficiency and their lack of ideas, they not feel confident enough to express in front of the teacher and their friends They are afraid that if they make mistakes, they will be laughed at and their status will be lowered Students should be aware that confidence is of great importance in leaning English If they are afraid of making mistakes, afraid of losing face, they cannot make use of chances to express ideas and show their langage use The teacher and friends will not laugh at them but help them correct their mistakes, which later results in their progress 3.3 Problems from teachers: 3.3.1 Lack of experience Although we have been teaching English for many years so far, some are good English teachers, we are aquaintant with the old syllabus, we really feel that we lack experience in teaching English lessons in the new English-10 syllabus and that the result of teaching is not up to our expectation We are nowadays trying very hard to make our lectures more interesting to our students 3.3.2 Little time to practice In the new English syllabus, every “Lookinng back & Project” lesson is made skkn up of two sections The “Looking back” section is the same as the “Language Focus” lesson in the old English syllabus This section is familiar to English teachers If this section is taugh in a forty-five-minute period, it is not a problem In addition, the “Project” section is a new one Although many people consider project-based method the most effective and modern in teaching language, many of us find it hard to practice in a fixed short period of time This is the reason why English teachers have always to find out a more different ways to teach “Lookinng back & Project” lessons effectively IV SOME RECOMMENDATIONS FOR TEACHING “LOOKING BACK & PROJECT” LESSONS As said above, the content of “Looking back & Project” lessons have a great amount of knowledge that needs to be taught to students If teacher teach these lessons in traditional ways and have no suitable methods to teach the lessons, they will find that the lessons too long for them to finish in a certain period of time Moreover, a period of time to teach a “Looking back & Project” lesson is only forty-five minutes Planning the time for each lesson is very important If the teacher spends too much time on the first section as usual, they will not have enough time for the next section Modern technology is really needed to help form an effective lesson It helps teachers not only to save time but also make lesson more flexible and interesting From my experience collected in nearly a year of teaching the new English-10 syllabus, I would like to recommend some ways that can make teachers’ lectures more interesting and effective 4.1 As for “Looking back” sections Clearly, timing for teaching “Looking back” section suitably is of great importance If the teacher spends much time teaching a “Looking back” section, he/she will certainly have little time left to teach a more important section, “Project” section From our experience, we usually accommodate half of the fixed time to teach “Looking back” section Besides this, in order to teach “Looking back” sections suitably, it is advised to use games or communicative activities The purpose of these is to make the lessons more interesting and save the left time to concentrate on “Project” section A “Looking back” section is also divided into three subsections: Pronunciation, Vocabulary and Grammar Following are some techniques to teach these subsections effectively 4.1.1 Pronunciation Subsection 4.1.1.1 Word whispering game skkn In this game, the teacher shows the words in the task he/she is going to teach, then divides the class into two groups In each group, he/she chooses from to students, depending on the certain task in certain Pronunciation Subsection of a unit Next, the teacher chooses one student from each team, whispers the exact words that the task requires Each student has to whisper the words to another That student has to whisper to the next The game continues to the last student and the last student has to rush to the board and write the words on the board After that, the teacher plays the tape and gives feedback and announces the winner Word whispering game is perfect and effective for Pronunciation Subsections of Units 1, 3, 4.1.1.2 Shadow Reading Game Shadow Reading is a game involving listening and pronunciation practice This game is challenging and motivating and can be used to teach pronunciation in certain units in the new English-10 sylabus In this game, the teacher plays a CD player to read aloud the sentences in the pronunciation task and asks students to try to speak at exactly the same speed and rhythm as the CD The teacher plays a CD player again and students try one more time In the middle of the recording, the teacher turns down the sound to see if students are still in time when the sound is turned back up.Thus, students have to start and finish at the same time as the CD at normal speed By this way, by playing this game many times, students’ problematic pronunciation can then certainly be drilled and improved Shadow Reading Game is effective and suitable for Pronunciation Subsections of Units 1, 2, 4.1.1.3 Word Stress Maze Game Word stress is one of the biggest challenges my students face, and at the same time this area might be taught using numerous games Word Stress Maze Game is crucial for helping non-native English speakers to improve their pronunciation and comprehensibility of stressed syllable This game may be suitable for units 4, 5, 6, 7, Before playing the game, the teacher divides the class into groups, gives each group a table of squares In the squares, there are words of the first stressed syllables and the second stressed syllables The teacher introduces the first word in the maze (this of the second stressed syllable word is the entrance) and asks the groups to find out other words of the second stressed syllables in the square When students have finished, they have to connect all the answers to find a path to the exit made of the two syllable words of the maze The winner of the game is the group having found the correct path to the exit skkn Following is an exampl of using Word Stress Maze Game to teach word stress: Word Stress Maze Game: Find the correct path to the correct exit by finding the words with the second stressed syllable Entrance control allow housework challenge perform letter Exit? promote symbol Exit? system infect achieve army Exit? college become healthcare income Exit? woman suggest complete improve Exit? Key to Word Stress Maze Game: Find the correct path to the correct exit by finding the words with the second stressed syllable Entrance control allow perform letter housework challenge promote symbol system infect achieve army college become healthcare income woman suggest complete improve Exit 4.1.2 Vocabulary Subsection In this section, students can review and recall the new vocabulary through activities or games such as Jumbled Words, Mime, Matching, Pelmanism, Odd One Out, Creat Word Web, Word Snake 4.1.2.1 Jumbled Word Game A Jumbled Word Game is a game in which a mixed-up set of letters are provided and students have to unscramble the letters to find the word Jumbled games involve the skill of solving anagrams Anagrams are all the words that can be created with the letters of one word or phrase With a word jumbled puzzle, students start with a random scramble of letters and they have to find the word within the jumble These types of puzzles will help students develop their skills and get better at solving a word jumble puzzle Solving word jumbled word games will sharpen students’ ability to unscramble words quickly and sufficiently A skkn Jumbled Word Game is suitable for Vocabulary Subsection of Units 1, 2, 3, 4, 5, 7, 8… Following are some examples of using Jumbled Word Games to teach vocabulary: Unit 1: Jumbled Word Game: Find 10 daily activities ETAK OTU ETH BBRUISH TAKE OUT THE RUBBISH OD TEH SHINGWA PU DO THE WASHING UP ONIR TEH THECLOS IRON THE CLOTHES OPSH OFR CERIESGRO SHOP FOR GROCERIES ERWAT TEH WERSFLO WATER THE FLOWERS DFEE TEH CTA FEED THE CAT ANCLE TEH SEHOU CLEAN THE HOUSE PREPARE DIERNN PREPARE DINNER NGHA OTU THE LAUNDRARY HANG OUT THE LAUNDRARY ANCLE TEH TUREFURNI CLEAN THE FURNITURE Unit 2: Jumble Word Game: Find words related to body system in the table S Q V M G E B A S H C S Y A Z Q U T F C D Q D A M C N N L K I Y C E O L N R E S P I R A T O R Y C I R C U L A T O R Y A Q O V R C Y U S P U R C T A O A D F J Y C I Q Z H V U D I G E S T I V E C G S K E L E T A L T F S M U T X Q T E H I O M B F V W Z A G M F G J K N C S A X E J K E T B A 10 skkn ...interesting so that their students find themselves more motivated in learning English The topic of the study is: How to effectively teach “Looking back & Project” lessons in the New English Syllabus. .. to show their own techniques to engage students in the lesson which maintains their interest A “Looking back and Project” lesson is divided into two sections: the “Looking back? ?? section and the. .. suitable methods to teach the lessons, they will find that the lessons too long for them to finish in a certain period of time Moreover, a period of time to teach a “Looking back & Project” lesson