Tieng anh lvt project based learning “halloween party for 11th grade students, luong van tuy gifted high school”

ABSTRACT English has undeniably proven its significance as one of the most fundamental and vital subjects in schools’ curricula With a view to harnessing the vast volume of the knowledge which can be immeasurably obtained from this language, a myriad of research and studies have invested a considerable amount of effort in working out the approach to putting the knowledge gained into practice, particularly, practical skills in actual reality Nonetheless, there are not many studies investigating the potential of using the language to become a means for practical communication in real circumstances outside the class to enhance communication in English This study will address the inherently questionable problems regarding how to apply project- based learning in teaching HALLOWEEN PARTY for grade 11 students The focal point of this study is the extent to which the theoretical background concerning project – based learning, the steps and procedure of a project – based learning lesson as an assistant for both teachers and students in achieving new techniques, procedures, new knowledge and skill sets to improve their teaching and learning abilities in real life In this study, we also illustrate the students’performance in “project-based learning for 11th grade students at LVT gifted high school” from Octorber to November for English major and we tend to use this teaching method for non-major English students in another period of time this school year, 2021-2022 PART I: INTRODUCTION Rationale: In the increasingly globalized and multicultural world, acquiring a new language, especially English, as a foreign language seems to be an integral demand of any person at any age English now occupies a unique position as a lingua franca and plays a more and more important role in the daily life of people around the world Perhaps not by the number of native speakers, but when you consider all the people who learn and speak it as a foreign language, it is a crucial language internationally speaking Learning to speak English fluently is, therefore, quite a valuable skill Students are encouraged to use the verbal use of language to communicate with others in real situation, real life A nontraditional education model - Project based learning seeking to better prepare students for solving real-world problems and issueing while teaching them what they need to know to succeed in school when pocessding interpersonal skills is wisedly applied in English lessons right now “Project based learning” is an increasingly popular trend in the 21 st century aiming at suggesting some practical methods or approaches for teachers to use as a reference source for enhancing students’ language use in learning English in a dynamic classroom to actively explore real-world problems and challenges and then acquire a deeper knowledge This research was done to guide teacher feasible procedures used in a project based learning lesson as the seven steps guided in the theoretical parts in order to help teacher encourage students to develop a balanced, diverse approach to solving real-world problems, both on their own and in a team to give as the examples lesson done by the grade 11th students of Luong Van Tuy Gifted High school When using project based learning, teachers prepare students for success in the real world like no other teaching style can Aims of the study: This study is expected to provide an in-depth understanding of the Effective – project based learning and its realization in the form of interactive communication in a real lesson as well as proposing lesson plan and typical activities as solutions to avoid ambiguity when applying this in real project – based lessons to maximize the students’ efficiency in actual communication academically and informally Furthermore, learners and instructors might gain and develop interest in exploring the shared difficulties and the suggested remedies put forward in this paper for future betterment of teaching projects Scope of the study: This study focuses on: - The definition of Project – based learning, its numerous benefits to both teachers and students in language teaching - Its gold standards for high quality project – based learning - Its familiar types to students and teachers - Covering some units in the textbook English 10, 11, 12 that can be taught in this project based learning and some types of vital Project – based learning assessments - Providing the project – based learning procedure namely “HALLOWEEN PARTY” carrying out at Lương Van Tuy Gifted High school with the participation of grade 11 students from Octorber to November 2021 and also the illustration of the lesson plan Research time: From October to November 2021 Significance of the study: The study is expected to be beneficial to not only teachers and students at Luong Van Tuy Gifted High school in particular but also others from other schools in general English teachers will be able to enrich their techniques in teaching project2 based, in improving students’ speaking performances, which can greatly benefit students Moreover, this study is believed to enrich other researchers’ references if they want to conduct a research on the related topic PART II: DEVELOPMENT Definition: English is obviously the most prominent language in the world today Perhaps not by the number of native speakers, but when you consider all the people who learn and speak it as a foreign language, it is a crucial language internationally speaking To increase students’ engagement and help them develop deeper conceptual understanding, discover principles that govern learning and teach them deeper knowledge, teachers nowadays often use “project based learning” considering to be one of the most potential solutions Different linguists and instructors give their definitions of Project based learning as follows: The roots of project based learning extend back over a hundred years, to the work of educator and philosopher John Deway (1959), whose laboratory School at the University of Chicago was based on the process of inquiry He is recognized as one of the early proponents of project-based education or at least its principles through his idea of "learning by doing" He promoted the so-called expressive or constructive activities as the centre of correlation Educational research has advanced this idea of teaching and learning into a methodology known as "project-based learning" As stated by Thomas (2000), “Project – based learning utilizes complex task, based on challenging question or problems that involve students in design, problem – solving, decision making, or investigating activities, give students the opportunity to work relatively autonomously over extended periods of time, and cultiminate in realistic products or presentations” It means that the students who have many opportunities to practice speaking English and get involved in meaningful communication especially have a chance to apply language use in each unit of the textbook to the project Therefore, the process of teaching and learning could rise from dullness and learners would exploit their background knowledge of the subject and boost their language use According to Edutopia (2016, AU 26) Project - based learning is “a dynamic classroom approach in which students actively explore real - world problems and challenges and acquire a deeper knowledge” Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems Students learn about the subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem It is a style of active learning and inquirybased learning Overall, Project-Based Learning is simply a method of structuring curriculum around projects These projects highlight the process of learning itself by offering authentic, inquiry-based activities for learners to access content, share ideas, and revisit their own thinking It often requires students not simply to collect resources, organize work, and manage long-term activities, but also to collaborate, design, revise, and share their ideas and experiences with authentic audiences and supportive peer groups Students 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 encourages students to develop a balanced, diverse approach to solving real-world problems, both on their own and in a team Project based learning prepares students for success in the real world like no other teaching style can The gold standard for high-quality PBL Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question They demonstrate their knowledge and skills by creating a public product or presentation for a real audience As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills Project Based Learning unleashes a contagious, creative energy among students and teachers To help ensure the students are getting the main course and are engaging in quality Project Based Learning, PBL works promotes a research-informed model for “Gold Standard PBL.” The Gold Standard PBL model encompasses two useful guides for educators:  Some main types of Project based learning familiar and beneficial to students 3.1 Challenge-Based Learning One type of Project-Based Learning is Challenge-Based Learning–the learning driven by the identification and mitigation of authentic challenges and problems native to students and their communities In that way, it is a multidisciplinary approach to learning It’s essentially a type of Problem-Based Learning rebranded by Apple in the early 2000s in that both have to find solutions to problems over a period of time as their structure 3.2 Place-Based Education Place-Based Education is an approach to learning that embeds students in their ‘place’–that is, the geographical and sociocultural spaces Promiseofplace.org says this includes the “local heritage, cultures, landscapes, opportunities, and experiences; uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum, and emphasizes learning through participation in service projects for the local school and/or community.” Technically one could learn through a Place-Based Education and not projects at all, but the idea of performing authentic work in intimate communities certainly lends itself neatly to Project-Based Learning 3.3 Activity-Based Learning Activity-Based Learning takes a kind of constructivist approach, the idea being students constructing their own meaning through hands-on activities, often with manipulatives and opportunities to experiment ABL can also be tied to other models, including Competency-Based Learning and Maker Learning 3.4 Other Types of Project-Based Learning There are other types of learning that could qualify as a ‘type’ of PBL if the learning is driven through the ideation and execution of a project–usually through inquiry, design, collaboration, and iteration over time It might even be considered misleading, confusing, or even ‘inaccurate’ to consider something like ‘Academic PBL’ or ‘Teacher-Centered PBL’ but the point is to clarify and emphasize the key elements of PBL, and then consider some different approaches–some likely a better fit than others for your classroom A few examples: Inquiry-Based PBL: PBL where the emphasis is on inquiry Genius Hour-Based PBL: a PBL experience driven by a student’s specific interests, passions, and gifts Gamified PBL: PBL that has elements of gamification–levels, points, badges, challenges, etc Scenario-Based PBL: PBL designed around specific scenarios–historical, creative, environmental, etc Teacher-Driven PBL: PBL controlled more by the teacher than the student Student-Centered PBL: PBL with elements and processes that are designed with the student’s ‘needs’ over other factors like available technology, time, etc Authentic PBL: PBL based on concepts authentic to the student Tangible PBL: hands-on PBL with physical artifacts Digital PBL: PBL that is mostly/entirely digital Academic PBL: PBL where the emphasis is on the mastery of academic standards Open-Ended PBL: PBL where a project may not solve a specific problem and may not be completed within the given timeframe of the classroom schedule and may have a purpose vaguer than that of other forms of project-based learning Guided PBL: PBL characterized by the support of students by teachers, families, experts, or others Self-Directed PBL: The opposite of Guided PBL Collaborative PBL: PBL where the emphasis is on collaboration: student-to-student, student-to-expert, etc Single-Disciplinary PBL: PBL where the majority of the work is done within a single content area Multidisciplinary PBL: PBL intentionally designed to incorporate multiple disciplines and content areas Maker Learning PBL: PBL that emphasizes ‘tinkering,’ making, experimentation, and resourcefulness to ‘make’ ‘things’ APPLICATION “PROJECT – BASED LEARNING” IN ENGLISH TEXTBOOKS 10, 11, 12: NO GRADE 10 UNIT Unit – People’s background CONTENT Speaking about someone’s background Talk about causes and consequences of sea problems Offer solutions to sea problems 10 Unit – Undersea world 10 Unit 12 - Music 10 Unit 16 – Historical places Talk about a historical place in Ninh Binh Unit -Population Talk about the causes of population explosion, problems of population booms and solutions to these problems Unit - Celebrations Talk about one of the popular celebrations in Ninh Binh or in Viet Nam 11 11 11 Unit 10 – Nature in danger 11 Unit 16 – The wonders of the world No GRADE UNIT Talk about favourite kind of music Talk about environmental pollution in Ninh Binh province: Causes, consequences and solutions Talk about the wonders of Ninh Binh province CONTENT 10 10 10 10 10 10 Unit – Family’s life Speaking about someone’s background Unit – For a better community Talk about the voluntary activities the young often to help others Unit 7- Gender inequality Talk about some feasible solution that help eliminate the gender inequality Unit - New ways to learn Speaking about new ways that students can explore to better their studies Unit - Preserving the environment Talk about causes and consequences of pollution Offer solutions to problems Unit 10 - Eco tourism Talk about the Trang An – Eco tourism ( Ninh Bình) 11 Unit 4-Caring for those in need Talk about the voluntary activities the young often to help others 11 Unit 5- Beeing part of Asean Talk about the culture diversity among Asean countries 11 Unit - Global warming Talk about Global warming(in Ninh Binh province): Causes, consequences and solutions 10 11 Unit 7- Further education Talk about the further education 11 11 Unit – Our world heritage sites NO GRADE 10 UNIT Unit – People’s background Talk about the wonders of Ninh Binh province CONTENT Speaking about someone’s 10 group (Session 30/10/2021) rehearse 4: introducing the rules of games and some demo questions The play is rehearsed privately in presence of the teacher so as not to be revealed in advance Halloween Party (Session 2/11/2021) The Debate group is checked again the procedure and each member’s turn The arguments are kept secret Check the Perform and enjoy the party attendance of guests together with the Core team, logistics … Make sure all the shows run smoothly Assessment (Session 4/11/2021) Join the panel of judges with distinguished guests from K60-A1 English Gifted Class Each student is Team work, teacher assessment assessed on the 19 average of the scores as follows - Self-assessment (30%) - Peer assessment (30%) - Teacher’s assessment (40%) II.2.The lesson plan applied “the project –based learning: HALLOWEEN PARTY” The following procedures of the lesson were implemented after all necessary material had been delivered to the students (such as: Delevering the videos, clips, games, recording … asking students to search more information on the internet as much as possible) Lesson plan: PROJECT-BASED LESSON PLAN Name of project: HALLOWEEN PARTY Objectives: By the end of the project, Ss will be able to:  Knowledge: - use words and phrases related to “Cultural Diversity” topic in general and “Celebration of Halloween” in particular - use various language features in different games, role plays and debate arguments  Competences: - develop language proficiency through language skills: reading, speaking, listening and writing - develop collaboration, problem-solving, communication and language competences - develop research skills, creativity, project management and critical thinking skills  Qualities: 20