(Skkn 2023) some useful activities to stimulate students in learning project lessons english 10 at quynh luu 4 high school

NGHE AN DEPARTMENT OF TRAINING & EDUCATION  TEACHING EXPERIENCE TOPIC: SOME USEFUL ACTIVITIES TO STIMULATE STUDENTS IN LEARNING PROJECT LESSONS ENGLISH 10 AT QUYNH LUU HIGH SCHOOL Field of study: English Methodology NGHỆ AN, APRIL, 2023 NGHE AN DEPARTMENT OF TRAINING & EDUCATION QUYNH LUU HIGH SCHOOL  TEACHING EXPERIENCE Topic: SOME USEFUL ACTIVITIES TO STIMULATE STUDENTS IN LEARNING PROJECT LESSON ENGLISH 10 AT QUYNH LUU HIGH SCHOOL Writer: NGUYỄN THÙY - Tel: 0972.175.567 Working office: Quynh Luu High School Field of study: English Methodology NGHỆ AN, APRIL, 2023 THE PREVIEW OF THE STUDY PART INTRODUCTION 1.1.Rationale 1.2 Aims and objectives of the study 1.3 Scope of the study 1.4 The mission of study 1.5 Methods of study PART 2.THEORETICAL BACKGROUND 2.1 Project presentation 2.2 The keys about Project based learning PART 3.PRACTICAL BACKGROUND PART 4.METHODOLOGY CHAPTER INITIATIVE IDEAS OF THE ACTIVITIES *CONCLUSION OF CHAPTER CHAPTER 2.THE REPORT ON USING ACTIVITIES Handing out request: investigation on students’ participation Playing manager’s Roles in the Project Team 3.Evaluating the Project Presentation Exchanging Evaluation ( for creating stimulation) 5.Giving feedback to encourage and stimulate students’ learning *CONCLUSION OF CHAPTER CHAPTER 3: PEDAGOGICAL EXPERIMENT AND SURRVEY PART 5: CONCLUSIONS AND SUGGESTIONS *REFERENCES *APPENDIXES APPENDIX 1: Sheet of investigation on students’s participation APPENDIX 2: Questionaire of survey students’ stimulation APPENDIX 3: Some photos of building - project activities in experimental class PART 1: INTRODUCTION 1.1.Rationale For very long time being, English has become an – n-0pinternational communicative language in the world It has been widely used in different fields such as economics, politics, culture, science, technology, education and tourism It must be strongly affirmed that English is one of the most important means of communication, the key factor helping develop in our society Therefore, teaching and learning English to use in daily life is more and more essensial Then, for the time being on, teaching and learning English has been playing a more important role in the purpose of human – development as the 2018 – education program Speaking is the most difficult in the four skills Reading, listening and writing can be conducted in progressof learning with a teacher or on learrner’s own, with books I think that the way of teaching by oral presentation will motivate student to use English in the spoken classroom At Quynh Lưu High school, a large number of students are not capable of speaking English while they have such a long time to tasks of the lesson Up to now, we have accessed English syllabus of Global Success for ỷears, the teachers of English find it difficult to encourage their students to make oral presentation in the process of teaching English skills As in other schools, teachers of English in Quynh Lưu are now approaching project - based learning to teach English to students They hope to provide students with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization.Therefore, it is really essential to know whether the project based learning has the good effects on teaching oral presentation skill to the 10 th graders of Quynh Lưu High school With the aim to access the method on teaching oral presentation through the Project - based learning, I would like to choose the topic: “Some useful activities to stimulate students in learning project lesson at Quynh Lưu High School”, to find out the answer, and further, to help improve the teaching of oral presentation at my school In this study, I wouldl ike to study on developing students’ oral presentation through Project - based learning in English language activities, hoping students feel confident to create their own generally communicative production during each topic lesson 1.2 Aims and objectives of the study This study has been designed to investigate the use of oral English presentation for the 10th – grade students at Quynh Lưu High school In general, it has two purposes getting from learners’ work during lessons of a learning topic (of each Unit) Firstly, it aims at finding students’ attitudes towards the coordinating group work, team work Secondly, it is to investigate the impacts of oral presentations through project - based learning on the students’ performance in English lessons done in several forms such as presenting, reporting, short – film scenes As a result, it is to provide the teachers with some suggestions to make best use of oral presentations in their teaching with a view to better their students’ speaking skill.Our objective is to show how project based leaning can provide students enough practice to develop oral presentation skill in speaking English language 1.3 Scope of the study There are many different ways to motivate students to learn English, all these issues cannot be fully covered in this paper Due to the limited time and the length of the thesis, I focus on exploiting students’ attitudes toward the use of project based leaning (PBL) and its effectiveness in teaching the oral presentation skill The subjects of the study include about ninety 10th grader students of two classes: 10A2, 10A4 at Quynh Lưu High school.Applying the range of the topic study, I would like to make class 10A2 the experimental unit and class 10A4 the control unit 1.4 The mission of study - Do research on the theoretical and practical basis of teaching through guiding students in group work or team work - Do research and propose the process of making project activities that must be relevant with the competence knowledge of New English 10 Global Success so as all get chances to join and build their overall group’s presentation - Build and develop a set of criteria to evaluate students’ co-operation capacity through their share for overall group or team work - Do Pedagogical experiment to test the scientific hypothesis of the sutdy 1.5 Methods of study 1.5.1.Theoretical methods - Study relevant document on reliable sources for the topic: boo0ks, magazines, Website supplying the thesis of teamwork, groupwork, project management,… - Study as the base data of Unit’s contents, theme contents of New English 10 Global Success for overall Project presentation 1.5.2.Methods of pedagogical invesstigation Do survey and conduct class running on project presentation of groups PART 2: THEORETICAL BACKGROUND 2.1 Project presentation 2.1.1 Concept of project presentation Oral presentation is an extension of oral communication skill It is where the presenter shows their knowledge on a particular subject The participant might choose the title or the teachers give it to them In order to talk about it with their classmates after this the participant makes a small research to get more information about this topic 2.1.2 Communcative langugage oral presentation This type of presentation has a primary goal, which is to make the audience learn something new The speakers use in this type of presentation an informative speech The aim of informative presentation is to be communicating with the audience and giving them much information in a limited time It is the most important elements that speakers can use, to the audience change their opinions and take a positive action about the speakers’ topic They will have confidence in their performance and deal with any reaction 2.1.3.The benefits of using oral presentations Oral presentations have been shown to be extremely successful with respect to improving learners’ second language skills, and increasing their autonomy For example, Girard, Pinar and Trapp (2011) found that using oral presentations in their classroom lead to greater class interaction and participation, an increased interest in learning, and noticeable improvements in their students’ communication and presentation skills For most language teachers the five major benefits to use oral presentations in the classroom are: - They provide students with realistic language tasks - They have value outside the language classroom - They improve students’ motivation 2.1.4 Running class with oral presentation 2.1.4.1.Teachers’Role: The teacher’s role is not an easy one because oral presentation is challenging job for teachers Teacher also need to prepare their students for their task by groupwork, teamwork, then develop their interaction skill The teacher’s role in oral presentation is an a guide, organizer consultant resource person, and supporter this role involve also organizing into groups, preparing details, more information about the topic, helping them to learn how to conduct their presentation and finally evaluation the students performance 2.1.4.2 Students’role: Students, must be ready to join in a real world project format being qualified to participate in a team project, and has realistic expectations about the process Some students are more qualified, or ready to participate in project learning, than others Students should also have a desire to gain experience Students should bring some technical, interpersonal, communication and creative thinking skills to the project They should be willing to subordinate their personal preferences to the decisions of the team, and be willing to compromise in order to achieve a group production 2.2 The keys about Project based learning Project-based learning has been investigated in a great number of studies on the global scale over the last decade, but the application of this approach to teaching English as a foreign language in Vietnam is still not popular Projectbased learning is a learning method which focuses on the learner; the teacher acts mainly as a facilitator and motivator PBL emphasizes learning activities that are learner-centered and usually integrated with real world concerns I also deal with the application of PBL in teaching oral presentation and suggest several language learning projects To show more, we need some specific items as the keys to build a perfect project presentation.The most important skills in project management are just a few of the soft talents that a group doing project must take it in practice They are: 2.2.1 Leaders’ role Leading a team is one of the most crucial aspects of a project manager’s work, and it’s a soft skill that not everyone possesses A competent leader can gain people’s trust, motivate employees, gain buy-in, make sound judgments, and accept responsibility for the team’s triumphs and mistakes.Leaders entails empowering others, being regarded as a powerful source of authority and information, and guiding and teaching others along the road it’s critical to recognize the distinction between leadership and management Being a leader entails more than just getting people to follow your orders Leadership entails empowering others, being regarded as a powerful source of authority and information, and guiding and teaching others along the road 2.2.2 Communication Communication skills, both written and verbal, are essential in any profession, but project managers in particular A project manager is a person who acts as a link between all parties participating in a project, and their ability to transmit key information to all parties involved is critical to the project’s success A competent communicator will be able to persuade others to share their vision, reach an agreement, and identify the best methods for delivering any given piece of information 2.2 3.Teamwork A good project manager is not only a team leader, but also a team member That includes cooperating, collaborating, being pleasant to work with and communicate to, and treating others fairly In this job, ego isn’t allowed It’s rather simple to detect if you’re doing it correctly on this one Is your team wellcoordinated? Do they have enough faith in one another to tell the truth, argue, and seek assistance? If they do, you’re doing something right In conclusion, helping learners be motivated and get stimulation spirit , teacher should put them in status of co-operation This should make them involved in on-going-stimulation, in short, the only way: doing project lesons PART 3: PRACTICAL BACKGROUND As mentioned above, in the part of rationale, a large number of students at Quynh Lưu High School find it hard to use what they have learned to speak out what they have in mind in English but most of them are always in attempt to say something This is the reason why they have always wanted to use English In a survey made recently shows that nearly third – four of students want to use English to express their ideas and they show strong attempt to practice English as well as they can if they are put in convenient situations On conducting the process of building a fulfilled project lesson, I have always been on the rules of language – creating communiation as following: Rule 1:Being led by students when shaping the project Explore what your students want to know and to do, within the confines of the course Enabling students to direct their own learning is a really effective way to get them interested and engaged Offer them choice where possible in how they work towards the desired learning outcomes For any community project to be successful, it is vital that local people’s needs and wishes are taken into account This must be based on collecting reliable information and insight from local people and community representatives Do not make assumptions about what will and will not work; this can lead to serious misjudgements and derail a project before it has even begun The first step was to arrange a brainstorming session with key community leaders and the students We’d recommend allowing your lecturers to act as moderators posing the questions to community leaders and encouraging students to the same in order to understand key needs and challenges Without such guidance, students will not know how to run such a session and it may stall Rule Allowing students set their own learning approach Give students a large degree of freedom in how they choose to meet the challenge posed – in this case, developing promotional media material Rather than judge students’ work as good or bad, instructors should encourage and guide them, providing constructive feedback This gives students the freedom and confidence to develop their creative thinking Our students chose to present the information in the form of powerpiont slides, short videos and role-play activities to in project presentation As creators and presenter of a vast range of digital content via their mobile devices and social media platforms, our students were able to fulfill with this medium 3.Rule Hosting site visits to bring the project to real life – class activities Site visits are crucial in helping students understand the real-world implications of their project and its potential impact Depending on how your visit is organised, it can give valuable insight on different perspectives or target audiences Our students needed to understand the local way of life and culture in order to design media content that was responsive to community needs and showed the true characteristics of the place The students were taken to sites in the guise of tourists to see the attractions and take part in activities, such as sharing household routes, helpful actions for community or volunteer work along with their awareness of réponsibility These items allowed the students to gather information, pictures and interview insights from local people, real situation to develop their content of project 4.Rule 4.Create a win-win project Using projects such as this one makes learning more fun, enhances student engagement, supports self-directed learning and allows learning outcomes to be measured in authentic contexts This particular project will also, hopefully, help the representatives of each group in turn trsst to show how they did project, it also promote their sustainable learning attractions.Whenever they find something they got from their lessons that makes them use in practice, especially using in real life, they confirm themselves, they seem to be the winner And afterall, they will be motivated and stimulated In short, learing - based projects can provide great opportunities for students to enhance their learning, get creative and gain practical experience, while also motivate and stimulate them To make this problem in practical situation, teachers of English in Quynh Lưu High school apply the activity for Project lesson in English 10 so that all students can get opportunities to try their competence For this purpose, I have given the limit of projects through topics of the Units in English 10 The general content of English 10 – Global Success in the syllabus of the 2018- education program is designed in 10 Unit with topic for each Every topic gives learners certain content of educational values I myself study quite carefully and consider the ability as well as the application in daily life of the learners, then the research on topics of unit 1; unit 4; unit 6; unit 9.Themes for projects: - Project 1:(unit 1): Talking about household routines sharing Project 2:(unit ): Talking about Volunteering Work Project 3:(unit 6); Talking about Future job for the young Project 4:(unit 9); Talking about Environmental problems PART 4: METHODOLOGY CHAPTER INITIATIVE IDEAS OF THE ACTIVITIES The study aims to collect data about the use of the PBL in developing 10th grade students’ oral presentation To achieve that, I have tried to investigate how students of our school get the effectiveness of using project based learning on achieving better result in their oral presentation by doing their tasks We have also investigated how teacher judge the use of PBL as a proper means to develop their students’ oral presentation skill Here I will share some ideas or may call useful activities that helped my students create good projects for their presentations, then for my report in this topic study It’ s they key for my success in making my students motivated via project – based lessons 4.1.1.Handing out request: investigation on students’ participation a.Theoretical remark: As planned in English 10 Global Success, Project lessons are at the end of process division of a Unit To make the Project run well in the progress of learning, my students often get the request for doing project at the second or the third lesson Teacher create more details as the range in content of the unit so that whole class have proper content division to work in group Members of the group will play roles of the Leader, Secretary, the rest are the Suppoters Soon after receving the request, the Leader will take the whole- action duty, plan the schedule, idea, deliver specific part for Suppoters Every member partly share the whole work and follow the plan of team b Practical activities: As the request, all will share report for the whole project product And they should follow to perform duties and support, combine other members ‘ ideas to create overall project productivity + Build a draft of project status report include everything knowledge regarding the status of the project This will be a good exercise that helps think exhaustively without leaving important issues and try their best for the whole + Edit the Draft to create the status report so as suit the requirements Edit and fufilify the information that suppoters have given Ensure that they have provided information regarding issues presented in the Project Sheet of responsibility division submited by Group’s leader 11- 15 quite good interest & get medium stimulation in Project lessons 16 – 20 plentily good interest & get high stimulation in Project lessons 8/ 45 11/45 15/45 11/45 3/45 7/45 15/45 20/45 *Quantitative analysis result: As we get from the invesstigation, before the experiment,the number of students who have little interest & get little stimulation in Project lessons is quite large (17) while those who have high interest & get high stimulation in Project lessons is only These amounts have been changing alot during the experiment As a result, after the experiment the number of students who have high interest & get high stimulation in Project lessons is up to 20, and the number of students who have little interest & get little stimulation in Project lessons is much smaller (7) The change indicates that our experiment of the activity is successful 3.4.2.Experimental Survey 2: Levels of feasibility of the activities applied The the survey conducted on students of experimentalclass, control class and teachers in English groups The survey completed in a week among invited ideas (from the experimental class studied in the topic from teachers of English group, and from some teachers teaching grade 10, the 2018 – educational programme) The survey done with the criteria of activities shown in the study for levels: feasible, alittle feasible, feasible, very feasible Result of the survey on feasibilty of the activities studied in the topic Table 2: Hoạt động 5: Hoạt động 1: Giving Handing out Hoạt động : Hoạt động 4; feedback to request: Playing Hoạt đọng 3: Exchanging encourage investigation on manager’s Evaluating the Evaluation ( for and stimulate students’ Roles in the Project creating students’ participation Project Team Presentation stimulation) learning 22 khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi 23 khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi *The chart: khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi khả thi 24 25 3.4.3 Experimental Survey 3: Table Distribution table indicates the result of Speaking Tests: The getting motivation, especially better communication in English experimental class ( 10A2) in comparision with control class ( 10A4) Mid- 1st Semeter ( at the beginning of experiment) , final-1st Semester in the middle if experiment), mid 2nd Semeter ( after experiment) Table 3.1 Mid- 1st Semeter ( at the beginning of experiment Control class(10A4) Experimental class (10A2) Number Rate Number Rate 26 Low level (Mark < 0,5) Middle level (0,5- 1,0) Semi High level ( >1,0 – 1,5) High level (>1,5 – 2,0) 5/45 11 % 5/45 11 % 12/45 27 % 11/45 24 % 27/45 60% 25/45 57 % 1/45 2% 4/45 8% Table 3.2 Final-1st Semester in the middle if experiment) Control class(10A4) Experimental class(10A2) Number Rate Number Rate Low level 3/45 6% 2/45 4% (Mark < 0,5) Middle level 13/45 29 % 10/45 22 % (0,5- 1,0) Semi High level ( >1,0 – 1,5) High level (>1,5 – 2,0) 28/45 61 % 23/45 52% 1/45 2% 10/45 22 % Table 3.3 Mid 2nd Semeter ( after experiment) Control class( 10A4) Experimental class(10A2) Number Rate Number Rate Low level 3/45 7% (Mark < 0,5) Middle level 16/45 36 % 10/45 23 % (0,5- 1,0) Semi High level 25/45 55 % 20/45 45 % ( >1,0 – 1,5) High level 1/45 2% 15/45 34 % (>1,5 – 2,0) *Aalysis result: Through the results of three Speaking ests: the Mid- 1st Semeter (at the beginning of experiment), the final-1st Semester in the middle if experiment), the mid 2nd Semeter (after experiment) In the first survey unit the Mid- 1st Semeter (at the beginning of experiment), the number of students get Low level ((Mark < 0,5) between the two classes of control and experimentation was similar, but after the middle and last two survey units, the this number of Experimental class was zero, and in the control class was still 27 Particularly in experimental classes, there was also an improvement between the periods before, between and after the experiment with the number of students who get High level increased dramatically( from to 10, then 15 at the end of the experiment) The other data off control class seemed to be little change The standard deviation also gradually decreases in experimental class students, showing that the more the activities applied for the experiment, the more reliable it is Through the data, it can be seen that the students' significant progress through the experiments Thereby, it can be concluded that the use of the activities applied to practice and develop skills for students in project lessons English 10 so that they can get better levels in learning evaluation, then get the real sense of stimulation is effective and feasible On the basis of analyzing the criteria of cooperation capacity, in building projects done by students combined with the results of empirical investigation (Evaluation form of teachers and students), we come up with a summary table as follows: Analyze the results of aggregate quantification: Through Table 1, we can see that the cooperation capacity of students in experimental classes has increased markedly in a positive direction Through the analysis of the evaluation sheets, it shows that the percentage of students achieving the levels of the criteria in the early experiment is mainly at level and level 2, by the end of the experiment, the percentage of students reaching level and level has a significant difference increased significantly.Thus, it is possible to realize the skills of being ready to take on tasks,participating in the development of group activity plans, performing tasks and supporting and helping other members, and respecting shared decisions progress,reflected in the fact that students present their ideas confidently and boldly, become more fluent, take the initiative to accept tasks, enthusiastically express their opinions, participate in the development of group activity plans , know how to listen, respect, consider the opinions and views of everyone in the group, agree on ideas more accurately and faster, know how to synthesize and choose which ideas are correct and reasonable Most of the team members know how to give their personal opinions and participate in building the group's activity plan in an active, creative way Most of the group members were able to listen and analyze the opinions of other members, hardly any students had a too harsh attitude when exchanging or discussing, even when there were conflicting opinions That proves that students have acquired skills of cooperation and conflict resolution The effectiveness of group activities and the responsibility of individuals for group performance results are also increasingly improved If at the beginning of the experiment, the number of unsatisfactory or unsatisfactory products still accounts for a relatively high proportion, and the number of members 28 willing to take responsibility for the group's common product is not much, then after a while group activities, the results obtained at the end of the experiment were more positive, the number of good products according to the requirements set forth and on time was increased, many members knew how to protect the group's performance through by actively adding knowledge to the worksheets of their own group as well as being ready to answer questions from teachers and other groups The above results demonstrate to some extent the effectiveness of cooperative training for students through the fact of using activities to stimulate students in learning project lessons in Ennglish 10 We conducted experimental teaching in class 10A2 (Quynh luu High School, with a total of 45 students) through the use of activities to stimulate students in project lessons English 10 through the three stages of experimentation, along with the training of students' creative ability through the first two stages of experimentation and the end of experiment After conducting the experiment, we have some comments as follows: Evaluation of progress in the training of Co-operative Skills through questionnaires showed that: in the early stages of experimentation, most of the criteria of the Co-operative competence in children are shown at a low level (level or level 2) but by the end of experiment, the percentage of students reaching higher levels (3 and 4) has increased significantly In addition, the results of students' knowledge acquisition shown through tests corresponding to the stages of the first, middle and end of the experiment showed that they had markedly improved results In summary, through the process of experimenting and analyzing the experimental results, it has proven that the use of worksheets to train students' cooperation capacity in stimulating students in learning English 10 project lessons proposed by the topic is effective and feasible, and at the same time contribute to improving the knowledge acquisition of students The results have been tested, statistically and confirmed that the scientific hypothesis of the topic is correct And once more, I must annunce and strongly confirm that the use of the activities applied to practice and develop skills for students in project lessons English 10 at Quynh Luu High school so that they can get better levels in learning evaluation, then get the real sense of stimulation is effective and feasible PART 5: CONCLUSIONS AND SUGGESTIONS 5.1 CONCLUSIONS: Contributing to perfecting the theoretical basis of using worksheets to train students' cooperation capacity in teaching English Clarified the content of the concepts of worksheets, capacity, cooperation capacity, classification, functions and design steps of worksheets Investigated the current situation of teaching 29 capacity development in high schools, methods and measures used to conduct project lessons in English 10 Investigated teachers' perceptions of the training of cooperative learning, the level of use of teaching methods to train students' cooperation capacity as well as students' awareness and need to practice about cooperation capacity in the learning process Propose a process of designing a curriculum consisting of steps and apply the process that has designed a teaching system to organize teaching English 10 in project lessons in order to develop cooperation capacity proposing the process of using worksheets to organize teaching in order to develop cooperation capacity and conducted pedagogical experiments to obtain results that are qualified to confirm the correctness of the proposed scientific hypothesis 5.2 SUGGESTIONS After researching the topic, we have some recommendations as follows: Due to the limited research time, the pedagogical experiment has not been conducted on a large scale, so it takes time to continue conducting experiments on a large scale to reach more objective conclusions Within the scope of the research, we have only organized a few lessons Therefore, we wish to continue to have additional studies on the content Use other knowledge in teaching English 10 program in particular and English for High school in general to get more data for this research direction *REFERENCES Ministry of Education and Training (2017) General Education Program - Master Program, Hanoi Ministry of Education and Training, Training materials: Teaching and testing and assessing learning outcomes in the direction of student capacity development, Hanoi 2014 30 Nguyen Ngoc Bich (2000), Personality psychology - some theoretical issues, National University Publishing House, Hanoi Ministry of Education and Training (2018), English 10 Global Success, Vietnam Education Publishing House- Pearson Education Publishing Group, Hanoi Tran Ba Hoanh (2007), "Innovation of teaching methods, programs and textbooks, Pedagogical University Publishing House, Hanoi Le Thi Thu Hien (2015), Evaluation of students' cooperative ability in teaching at high schools, Education Journal, No 360, term 2, 6/2015 Dang Thanh Hung (2002), "Modern teaching - theory, methods, techniques" National University Publishing House, Hanoi Nguyen Lan (2000), Dictionary of Vietnamese words and phrases, Ho Chi Minh City Publishing House Hoang Phe (Editor) (2002), Vietnamese Dictionary, Institute of Linguistics, Da Nang Publishing House - Dictionary Center 10 Nguyen Thi Thanh (2013), Teaching towards developing cooperative learning skills for students at the University of Pedagogy, Doctoral Thesis in Educational Sciences, Thai Nguyen University 11.Website: project Cub / cle 12.Website: Kumon *APPENDIXES APPENDIX 1: Sheet of investigation on students’s participation Evaluated activity Elements Criteria Level Evaluation ways 31 1.Receiving the request responsibility Actively volunteer to receive the task Do not volunteer but happily accept tasks when assigned Reluctance to assigned tasks accept Through observation, invesstigation Refuse to accept the quest Be eager to express opinions,participate in the development of the group's plan of action Participate in the development of the group's activity plan, but 2.Participation in not being the development of proactive the group's activity plan Less participation in planning group Activities Individual evaluation sheet in the group, observations Do not participate in the development of group activity plans Try to complete your own tasks, while actively supporting other team members Try to complete my own 3.Duties taking and tasks, but not supports,help to actively supporting the other members other members Individual evaluation sheet in the group Try to complete my own mission, but not supporting the other members yet 32 Not complete their own duties and not supporting other members Be voluntarily responsible for the group's common products Not ready to take responsibility for the group's overall product 4.Responsibility for the team's overall work results Be responsible for the general product when required Not ready to take responsibility for the group's overall product Individual assessment sheet in the group, teacher's observation sheet Not ready to take responsibility for the group's overall product Not responsible for the general product There are good products according to the requirements and guaranteed on time 5.Work results There are good products but the time is not guaranteed There are relatively good products on demand but the time is not guaranteed Product does not meet the requirements Individual evaluation sheets in groups, teacher evaluation sheets APPENDIX 2: Questionaire of survey students’ stimulation Questionaire about the Projects to show students’ stimulation sense and English communication improvement 33 PROJECT NAME QUESTION SHEET Questions The project plan was well communicated from the start The initial project goals were clear The allocated resources were achieving our goals MEETING DATE AND TIME defined and adequate for The original project timeline was realistic Our project team worked well together Our team worked effectively with the client We got the project results that we wanted 7.1 Explain why or why not What went well on this project? What aspect of the project was most frustrating? 10.What was the most satisfying part of the project? 11.What issues would you like to discuss in the meeting? ( individual idea) ( individual idea) ( individual idea) ( individual idea) ( individual idea) APPENDIX 3: Some photos of building - project activities class in experimental 34 Images of time group student buliding the ideas for project 35 Images of student presenting their project productivity 36