skkn cấp tỉnh developing 11th grade students oral presentation skill through project based learning a case at tô hiến thành upper secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TO HIEN THANH UPPER SECONDARY SCHOOL THE STUDY OF TEACHING EXPERIENCE SUBJECT: ORAL PRESENTATION SKILL THROUGH PROJECT-BASED LEARNING : A

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

TO HIEN THANH UPPER SECONDARY SCHOOL

THE STUDY OF TEACHING EXPERIENCE

SUBJECT:

ORAL PRESENTATION SKILL THROUGH PROJECT-BASED LEARNING : A CASE

AT TÔ HIẾN THÀNH UPPER SECONDARY SCHOOL

By: Ngô Thị Hạnh

TABLE OF CONTENTS

PART I INTRODUCTION

PART II CONTENT

I The theoretical of the study

1 Project-based learning and oral presentation

I.1 Definition of Project-based learning

I.2 Advantages of Project-based learning

I.3 The application of Project-based learning in teaching oral

presentation

I.4 Definition of oral presentation

I.5 Types of oral presentation

I.5.1 Informative oral presentation

I.5.2 Persuasive oral presentation

2 The benefit of using oral presentatiom in the language

classroom

3 Students’ common oral presentation problems

3.1 Lingustic factors

3.1.1 Lack of vocabulary3.1.2 Pronunciation mistakes3.2 The use of mother tongue

5 Over view of Project subsection in section 8 Looking back &

Project in the course book Tiếng Anh 11 Global Success

6 Teaching and learning condition at To Hien Thanh Upper

Secondary school

7 Students’attitudes towards dificulties when speaking in class

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II Solutions to improve the ploblems

1 Pre-stage phase

1010

2.1 Step 1 Collect information

2.2 Step 2 Organise ideas for oral presetation slides

2.1.1 Teacher designed detailed oulines for each project

2.2.2 Organise ideas and visuals, design posters, oral

presetation slides

2.2.3 Feedback students’ rough draft

2.2.4 Feedback students’ production

2.2.5 Feedback students’ final production

2.3 Step 3 Practice explaining students posters, oral

presetation project and answering quesstions about the

contents

2.4 Post stage- phase

2.4.1 Guide students to assess their final products

2.4.2 Collect and save final product

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CONTENTS PAGES

Table 2 Questions-result 1: Students’ difficulties-Pre-applying

Table 4 The answer of the question: Do you feel that you are able to

use PBL strategy to make oral organisentation inside classroom?

9

Table 5 The requirements of the final product of the projects 11Table 6 Questions given as cues for making oral presetation project 12

Table 9 Suggested outlines of detailed Project design or invent

Table 11 Answers the question: Do you feel motivatated after using

PBL inside your classroom?

18

Table 12 Answer the question : Did using PBL strategy help you to

cellect information in new and different ways rather than usual and

Project Based- Learning (PBL) is one of teaching technique where thestudents work in group project and it is required students for designing, planning,and carrying out an extended project that produces a publicly- exhibited outputsuch as a product, publication, or presentation.

At To Hien Thanh Upper Secondary School, many students are not interested

in speaking lessons as well as they can not speak English well after leaving schooleven though they have learnt English for a long time Moreover, the teachers ofEnglish find it difficult to encourage their students to make oral presentation in theprocess of teaching speaking skill

Therefore, it is really essential to know whether the Project Based- Learning(PBL) has the goods effects on teaching oral presentation skill to the 11th graders of

Tô Hiến Thành Upper Secondary School With the aim to access the method onteaching oral presentation through the PBL, I would like to choose the topic : “Developing 11th grade students’ oral presentation skill through Project Based-Learning : A case at To Hien Thanh Upper Secondary School” to find out theanswer, and further, to help improve the teaching of oral presentation at my school

II Scope and objective of the study

To make progress in speaking skill, help my students do oral presentations , inthis study I mainly focus on the problems below

First one: finding students’ attitudes towards the use of oral presentations inthe classroom

Second one: investigating the impacts of oral presentations through projectbased learning on the students’ performance in English lessons and somesuggestions to make best use of oral presentations with a view to better students’

speaking skill at Tô Hiến Thành Upper Secondary School.

III Sample of the study : The students

The sample of this study was 11th grade students, at To Hien Thanh UpperSecondary school The reasons for choosing to work with these students are for anumber of resaon In the second year, normalyy students are able to take rishs inspeaking the forein language because the have started to develop their level fromtheir first year at upper secondary school More importantly, they are not like the

10th students who are not familiar with the high school atmosphere

I have been deal with 100 classes : 11A5, 11A6, 11A9 Fewer of them everinvolved with the use of Project based- learning before

IV Metholody of the study

The study was done from the beginning of September of 2023 to the ending

of April of 2024

First , a survey is conducted for attitudes of 100 students in 11th grades at Tô

Hiến Thành Upper Secondary School with a point of view to find out their

difficulties they encounter as well as their attitudes towards the speaking skill andoral presentation through Project-based learning (Questions - APPENDIX A)Second, references books about speaking, oral presentation through Project-based learning are reviewed to get background knowledge of what Project-basedlearning is, successful and interesting techniques in teaching oral presentationthrough Project-based learning.

Third, some effective activities are suggest to better students’ speaking skill at

Tô Hiến Thành Upper Secondary School.

Last, one more survey is conducted for 100 students in 11th grades in Tô HiếnThành Upper Secondary School to examine their attitudes towards the speakingskill after being provided some suggested activities.(Questions- APPENDIX A atpage 22, APPENDIX B at page 23)

From the goals mentioned above, the study is carried out with a view toanswering the questions below

Question 1: What is students’ attitues’ toward Project Based approach to speaking

skill as well as in oral presentations in the EFL classroom?

Question 2: What problems do the students deal with when doing Project

Based-Learning activities in oral presentation ?

Question 3: What solutions do we need to help the students to do the oral

presentation better?

PART II CONTENT

I The theoretical of the study

1 Project-based learning and oral presentation.

1.1 Definition of Project-based learning

Many definitions of project based learning have been proposed by variousauthors Van Duzer (1995) and Moss (1998) define it as an instructional approachthat contextualizes leaning by presenting learners with problems to solve orproducts to develop As discussed, Project based learning (PBL) is a mode thatorganizes learning around projects which are complex tasks, based on challengingquestions or problems, involving students in design, problem-solving, decisionmaking, or investigate activities: giving students the opportunity to work relativelyautonomously over extended periods of time: and culminating in realistic products

or presentations Project based learning is a dynamic approach to teaching in whichstudents explore real-world problems, issues and challenges, are inspired to obtain

a knowledge of the subjects they are studying and more likely to retain theknowledge gained through this approach far more readily than through traditionaltextbook-centered learning In addition, the students develop confidence and self-direction as they move through both team-based and independent work

1.2 Advantages of Project-based learning

Fried-Bold states that process leading to the end-product of project-workprovides opportunities for students to develop their confidence and independencewith the natural integration of all four skills, reading, writing, listening andspeaking

Another advantage discussed is that the students have enhanced motivation,engagement and enjoyment because project work progresses perspective, projectsbeing authentic tasks are more meaningful to students, increase interest, motivation

to participate, and can promote learning

Coleman discusses an advantage relating to students’ increased social,cooperative skills, and group cohesiveness Adopting PBL projects in theclassroom also helps reinforce social relationships among team members PBLenhances collaboration among leaners, between learners and the teacher, as well asbetween leaners with opportunities to learn collaborative skills, such as relying onthe work of peers and providing thoughtful feedback to peers

Allen presents the benefits of PBL pertaining to the development of problemsolving and higher order critical thinking skills

1.3 The application of Project-based learning in teaching oral

presentation.

There are some stages of the PBL technique implementation according toBell ( 2010) The first is speculation in which teachers provide the choice of projecttopics initially based on the curriculum and discuss them with students The secondstage is designing the project activity that includes group formation, assigningroles, and methodology decision The third is conducting the project activities inwhich the students work out what was planned and designed in the previous stage

1.4 Definition of oral presentation.

Oral presentations is an extension of oral communication skill It is where thepresenter shows their knowledge on a particular subject The participant mightchoose the title or the teachers give it to them In order to talk about it to theirclassmates after this, the participant makes a small research to get more informationabout this topic The presenter is giving the most important information first,leaving the details for last According to Baker (2000, p.115) oral communication islike a formal conversation, speaking to a group as a natural activity Most of peoplespending hours of their daytime speaking to others, however making an oralpresentation that is a formal conversation, it is a difficult task for them Oralpresentations is part of spoken language The purpose of this practice is tocommunicate It is designed to inform or persuade Oral presentation occurs inorganizational setting and with limitation in time Presentation should have beenstructured carefully

1.5 Types of oral presentation

1.5.1 Informative oral presentation.

The aim of informative presentation is to be communicating with audienceand giving them much information in a limited time The purpose of informativepresentation can be to describing a new political event, organize a set of somethingthat is so important or giving a report about a given topic in a form of researchChivers and Shoolbred (2007, p.5) say, " This type of presentation is used in manyorganizations where students or employs are expected to report progress at keystages of a project."

1.5.2 Persuasive oral presentation

Persuasive speech is to influence the audience in their thinking about a topic, whichmay be given or chosen It usually used to make the audience do some reaction ordiscuss with the presenter about the topic According to Chivers and Shoolbred(2007, p.3) in this type of presentation, speakers need to have a strong content andpresent it in a clear way The speakers should try to show the audience that theyhave a confidence Morever, Baker (2000, p 76) state that persuasive has threeelements, which are: Logos, Character (ethos) and Passion (pathos)

2 The benefit of using oral presentatiom in the language classroom.

Oral presentation have been shown to be extremely successful with respect toimproving learners’ second language skills, and increasing their autonomy King(2002) adds that oral presentation have been shown to help bridge the gap betweenlanguage study and language use: that presentations require students to use al fourlanguage skills an a naturally integrated way: and that autonomous learners

3 Students’ common oral presentation problems

3.1 Lingustic factors

3.1.1 Lack of vocabulary

The knowledge of vocabulary is the prior requirement that the studentsshould have about the language they want to speak However, they face difficultybecause their vocabulary is limited, so they are unable to communicate effectively

in the target language Students find themselves uncomfortable when they intend toexpress their ideas in a clear manner It is due to the lack of vocabulary and limitedknowledge Thornbury (2005, p.22) argues that “spoken language also has arelatively high proportion of words and expression”

3.1.2 Pronunciation mistakes

Pronunciation is the most significant skill in foreign language learning since ithelps EFL learner to be more competent in communication Furthermore, the level

of pronunciation proficiency represents the criteria that EFL students can be judged

on and assessed Hence, they must practice the correct pronunciation forms and beaware of the various rules of sound as stress, intonation….etc Morley (1991, p.488) emphasizes the importance of pronunciation in speaking proficiency: “

Intelligible pronunciation is an essential component of communicationcompetence”.

3.2 The use of mother tongue

It is obvious that EFL learners often use the mother tongue inside andoutside classroom because they are less exposed to the target language and feeldemotivated to communicate Students tend to borrow words from their nativelanguage when they fail in expressing their thought in the foreign language due tothe lack of vocabulary in this language According to Baker and Westrup (2003,p.12): “Barriers to learning can occur if students knowingly or unknowinglytransfer the cultural rules from their mother tongue to a foreign language”.Therefore, the use of mother tongue lessens the students’ speaking capacity andleads to breakdown of communication in the classroom

3.3 Psychological factors

3.3.1 Speech anxiety.

There are various psychological variable that make EFL learners anxious in settingwhere they are required to speak English, to do oral presentation Some previousresearchers on language anxiety have reached the conclusion that learners’apprehension may be aggravated by their perfectionist tendencies (Gredresen andHorwitz, 2002) and learners self-related perception (Krashen, 1985) Afteranalyzing the interviews, the current research has also diagnosed a few self-relatedperceptions among the subjects of this study which is consistent with the findings

of previous researchers on language anxiety

3.3.2 Group boredom

Some EFL presenters have problem with memorizing information withEnglish so they try to get it by heart By this way, the audience will feel bore whenthey have to listen to what the speaker said it is look like that they are reading theirinformation “word for-word” from what the memorizing (King, 2002, p 405).Moreover, if students do not use communication in English in their oralpresentation and they read from their memorizing what writing before with acomplex sentences, the audience will lose their attention According to (King,

2002, p 405) “ teachers should constantly remind students of the audience in mindwhen they are prepare.”

Group boredom also results from listening to memorized speeches A totaldependence on memorization is the pattern followed by most EFL presenters whousually have trouble adapting information to spoken English for the audience Theaudience feels bored when they have to listen to a tedious reading or word-for-wordmemorized speech from a presenter who reads rapidly and monotonously, losingcommand of their voice, tone, and pacing

4 Strategies for teaching oral presentation

4.1 Teacher’s role

The teacher’s role is not an easy one because oral presentation is challengingjob for teachers like in lesson planning according to (King, 2002, p 207) “ teachermove from the traditional role of teacher an authorities expert to the new role offacilitator of learning” In addition, teacher need to prepare their students for thiswork , develop their interaction skill According to Xinaming (2005, p 120) “teachers …still play a key role in the background, a a facilitator, research guides,ultimate references, and source of encouragement”

4.2 Students’ role

A student is ready to learn in a real world project format if he or she isqualified to participate inn a team project, and has realistic expectations about theprocess Students are not fully formed people, much less fully functioningmanagers One can not expect students to be qualified to complete a project Butsome students are more qualified, or ready to participate in project learning thanothers Students should be relatively mature, use good judgment, be willing tonegotiate, and be willing to go “the extra mile” to get the job done ( Papamarcos,2002) Students should also have a desire to gain experience or to serve a client assufficient reward for their extra effort Students should bring some technical,interpersonal, communication and creative thinking skills to the project

Students also need to begin a project with realistic expectations about theprocess Students must replace their “traditional” course expectations with anawareness of the characteristics of a project Real world problems that areinherently ambiguous have no ambiguous have no obvious action plan and no right

or wrong answer Many traditional college students have “ ambiguity aversion”.They are used to passive classroom teaching methods in which the process andoutcomes of learning are fairly clear in advance Indeed, the opportunity to learnabout the ambiguity of real world projects, and how to deal with it, is a benefit tostudents of doing projects

5 Over view of Project subsection in section 8 Looking back & Project in the course book Tiếng Anh 11 Global Success

The textbook English 11 was published in 2018 The English syllabus is the mainmaterial used in the class It is structured with a priority towards theme-based ortopic-based approach, including 10 units, each unit includes 8 lessons with agetting started lesson, a language period, four different skills There are three types

of Project in Project subsection in section 8 Looking back & project lesson in thecourse books Tiếng Anh 11 Global Success from unit 1 to unit 10: research, survey,design or invent project

Kinds of

project

Unit 4 Asean and VietNam

The colours of Asean

Research Unit 7 Education options

Healthy habits Poster

Unit 3 Cities of the future The ideal city of the futureUnit 6 Preserving our

heritage

How can we preserve our heritage?

Unit 8 Becomingindependent

A life skill workshop

Unit 9 Social issues A social awareness campaign

Unit 10 The ecosystem Restore and protect a local

ecosystem

Table 1 Kinds of project

6 Teaching and learning condition at To Hien Thanh Upper Secondary school

To Hien Thanh Upper Secondary school is situated in Thanh Hoa city, Thanhhoa Province Founded in 1995, To Hien Thanh Upper Secondary school has anenthusiastic and experienced teachers staff This is a school that has a length ofgood tradition of teaching and leaning in Thanh Hoa Province At present, there are

26 classes with about 1100 students divided in to three grades: 10th, 11th and 12thgrades

The teaching and learning condition in To Hien Thanh Upper Secondaryschool is fairly good with system of the new blackboard, new TV 65inch withHDMI cap, the equipment is modern: the furniture is right in size However, thereare not many illustrations English pictures for studying, not language lab that iswhy in English periods the class atmosphere is not funny In this school, there isalso a library where teachers and students can borrow books, magazines andnewspapers Nevertheless, teaching aids to study English in this school areinadequate Further, there are from 38 to 42 students in each class so it is a little bitdifficult for teachers to keep discipline in class Students are mixed–ability classes

so when doing speaking activities, they often cope with such problems as

“inhibition”, “nothing to say”, “mother-tongue language”, “body language”, etcThis study was conducted in order to explore the students’ attitudes towards toEnglish-speaking skill as well as to give one suggested activities to attract interestsand involvement of the Level A students in speaking lesson at To Hien ThanhUpper Secondary school

7 Students’ attitudes towards difficulties when speaking in class

Survey is conducted for 100 beginner students in the To Hien Thanh UpperSecondary school.The questionnaire used in this study was students’ opinions aboutstudents’ difficulties when speaking in class (7 questions) in class, satisfaction withPBL and ability to use PBL inside classroom In this study, the planning stageinvolved the selection of the participants, which were 100 students at the the ToHien Thanh Upper Secondary school, the preparation of letter of consent and thedistribution of the letter of consent to the selected groups of students All studentsagreed to participate in the survey by signing the letter of consent

(see APENDIX A at page 22)

1 I don’t have enough words to express what I want to say 81 %

2 I am shy when I stand in front of class 65%

3 I am afraid of making mistakes when speaking 53%

4 The lessons are too difficult for me 70%

5 My friends don’t cooperate with me 60%

6 I don’t understand what people say to me 80%

Table 2 Questions-result 1: Students’ difficulties-Pre-applying techniques.

According to the data presented in Table 1 towards students’ difficultieswhen speaking in class (N=100), almost students ( 81%) participants agree thatthey did not have enough words to express what they wanted to say Similarly, 80%

of them had a difficulty of not understanding what people said to them More thantwo-third of the students (70%) stated that the lessons were too difficult for themwhile 60% of them got the feel of not being cooperated with by their friends.Regarding of making mistakes when speaking, more than half of them (53%) saidthat they are afraid of making mistakes in communicate activities Their difficulties

to speaking activities was further supported by a high percentages (65%) being shywhen they stood in front of class However, only nearly one third of them (30%)did nod prefer speaking, most of them (70%) like speaking despite of thosedifficulties

learning process, they become active and self-directed learners, instead of simplylistening to the teacher lecture They have enhasnced self-determination, havehigher intrinsic motivation and self – efficacy, feel responsible, and decide wtahtthey want tolearn.

In this item students were asked to express how satisfied thet feel when usingPBL ti teach English in class Twenty eight (70%) students said “partly agree ” thatthey sometimes feel satisfied when using PBL to teach English in class No onechose “ Disagree” They were happy to break the boredom of the traditionalstragies They were happy to be indepentdent, self organnized, motivated andcreative They enjoyed themselves

When the students were asked to describe their ability to use PBL to makeoral presentation inside classroom, twenty eight (70%) students have answer

“agree” as presenting orally the target language verywell A majority of ten (25%)students answered “partly agree” although they may not use it as much, two “25%”students answered “ disagree” means that their ability is not so well and they areaware of that These students came clean and admitted having a bad oralpresentation ability This really shows how our students are suffering when itcomes to make oral presentation, it is really a shame for studentsnot to be able to

express him/her self in the target language, even in class with peers, this really callsfor some drstic measures to turn this situation around, such as utilising many newteaching activities hat will draw students attention and provide them with somegenuine practice.

II Solutions to improve the problems

1 Pre-stage phase.

1.1 Preparation

Teacher studies the aim of project each unit, make lesson plan (seeAPPENDIX C at page 24,25,26,27)

Teacher awares of anticipated difficulties and the solutions

Teacher engages students with making project right after the first lesson

Teacher ask students to open their books at vthe last page of each unit, theProject section, look at the picture and say what the topic of the Project is.Teacher explains the project requirements, suggests steps students can follow Teacher puts students into groups and have them choose their group leaderlesson then asks them to assign tasks to each group member, making sure that allgroup members contribute to the project work

Teacher helsp students set a deadline for each task and support them throughoutthe process

1.2 Have students study the requirements of the projects carefully

Topic The Project’s requirements

3

The ideal

city of the

future

Designing a poster about the ideal city of the future

Work in groups Design a poster of the ideal city of thefuture Present poster to the class

Unit

4

The colours

of Asean

Doing research about an ASEAN member

Work in groups Find information about a membercountry of ASEAN Present poster to the class Usequestions given as cues for your presentation

global

warming

in your area are reducing the negative impact of their dailyactivities on the environment and trying to limit globalwarming Report your survey results to the class

Proposing ways to preserve a type of heritage

Work in groups Choose a type of heritage that you areinterested in and propose ways to preserve it Presentideas to the class in the form of an oral presentation, aleaflet, or a poster Use questions given as cues

Doing research on an educational institution

Work in groups Do some research on educationalinstitutions for school-leavers (e.g colleges, universities,vocational schools) in Viet Nam

Unit

8

A life skill

workshop

Creating a detailed plan to develop a life skill

Work in groups Choose a life skill teenagers need todevelop in order to become independent Discuss whatthey need to do and make a list of all the steps andactivities

Planning an awareness campaign about a social issue

Work in groups The class is starting a campaign to raisepeople's awareness about different social issues in yourcommunity Each group is responsible for planningactivities for one social issue

Work in groups Make a poster to illustrate an ecosystem

in your local area and suggest ideas to restore and/orprotect it

Table 5 The requirements of the final product of the projects

Through the reality of teaching English, I realise that when having therequirements of the final product of the projects, my students are often confused,they do not know how to do the the Project subsection parts in the Lesson 8 -Looking back and project at the end of each Unit To get proofs for comparing, Ihave studied the reading Project subsection parts in the course books Tiếng Anh 11Global Success Textbook, and the result of the study has been shown below

Table 4 shows the requirements of the final product of the projects, questions,suggested ideas and points given as cues in each Project subsection part from Unit

1 to Unit 10

1.3 Guide students to search the information for each topic related

Explain to students how they can get information ( search for ideas on theInternet, in newspapers, read magazines, brainstorm ideas, go to the library, ectc

for reference Encourage students to use photos/pictures, videos, to illustrate theirideas)

1.4 Devide group.

This stage is very important, it is the key step that make the process ofmaking oral presentation sucessfull or not Because level of using English in eachgroup is different so that problems of mixed-ability classes should be dealt with byusing multi-tiered tasks so that students are assigned tasks suitable for their levels

In this way, both the weaker and the stronger students are encouraged to contribute

to the lesson

Teacher divides groups of five students Each group has students who haslaptop, smartphone or PC in order to make video, slides, pictures…

S1 Leader ( good at using technology, writing, oral presentation)

S2 Contentor (Good at writing, searching information)

S3 Speaker ( Good at oral presentation)

S4 Member (lower level, assigned to search information, picture, video)

S5 Member (lower level assigned to search information, picture, video on theInternet)

1.5 Give questions in the Project subsection given as cues for students’

1 What is the healthy habit?

2 What are the benefits of this habit?

3 How can we develop this habit?

2 a mother/father, or someone of their generation,

3 a grandma/grandpa, or someone of their generation

The ideal city

of the future

(Unit 3)

1 Where will it be located? 2 How big will it be?

2 How many people will live in it? 4 How will peopletravel?

3 What kind of buildings will people live in?

do everyday to

help limit

global

• what their daily activities used to involve, e.g driving to work

• how these activities affect global warming, e.g releasingcarbon dioxide emissions

• what people do to reduce their environmental impact, e.g.cycling to work, what results people get, e.g reducing carbon

2 What is it famous for? 3 How important is it?

4 What can we do to preserve it?

1 What is the life skill?

2 How important is it for teens to become independent?

3 What are the main steps of the skill development?

4 What other activities will be helpful for its development?

awareness

campaign

(Unit 9)

- What is the social issue? How does it affect the community?

- Who will participate in your campaign? Who can help to fixthis issue? - What activities do you plan to include in yourcampaign? What are their goals?

Restore and

protect a local

ecosystem

(Unit 10)

What does the ecosystem include?

What is its current condition? Is it damaged?

What can we do to restore and/or protect it?

Table 6 Questions given as cues for making oral presetation project

1.6 Divide project processing in to phase to support and monitor

students.

Although the Project is at the end of the unit, preparations for it should startright after the first lesson, when the topic and core language points have beenintroduced At the end of the Getting Started lesson, I inform my students what thefinal product of the Project should be and how students can prepare for it Afterthat, I divide process of doing Projects in to phases so that I can monitor mystudents’ works and provide timely support them Process of doing project aims toprovide an opportunity for students to develop their research and collaborationskills, and to practice giving a poster or slides presentation

Students will also use pairworks and groupworks to do their tasks Whenstudents work in groups, they will discuss and decide how their posters or slices are(the contents, background, pictures, videos, music, sources of information, duration

of their oral presentation) The leader will assign each member’s task and he or shewill give lists of their members’ task to their teacher to monitor The use ofpairworks and groupworks will be used appropriately so that students have more

opportunities to practice the language in class so input should be provided withclear instruction and demonstration before they are asked to work in pairs orgroups.

The use of groupworks should be used to help develop students’ team spiritand teamwork skills Due attention should be paid to both cooperation andcompetition when students are asked to work in pair and groups

The leader of each group will divide multi-pairs in his/her group to assisteach other in looking for information, drawing poster, writing content, makingvideos, inserting video or picture, speaking, making oral presentation slides Thegood grade students will help the lower level ones Therefore, both the weaker andthe stronger students are encouraged to contribute to the lesson and the weaker oneswill be upgraded their ability of using English and technology

Teacher explains that their project presentation should be assessed bythemselves, their peers, and the teacher Peer-assessment and self-assessmentsheets should be given to students beforehand so that they can prepare for theirprojects better

Teacher suggests some steps students can follow:

- Collect information ( searching the Internet, reading magazines,brainstorming ideas, etc.)

- Organise ideas and visuals, and design posters

- Practice explaining their posters, oral presentation projects and answeringquestions about the content

2 While-stage phase

2.1 Step 1 Collect information.

Teacher gives topic of the Project and asks students and gives detailedoutline Teacher explains the students that , in the language lesson, the processmirrors the presentation-practice-producting (PPP) structure The three-stageprocess is also applied in the speaking and writing lessons, in which the first andsecond stages are for students to prepare the language and ideas they will need toperform the speaking or writing task in the third stages

Teacher draws students’ attention to:

- Prior knowledge, beliefs and expectations, self- awareness, self-reflection,critical thinking, learning strategies, talking time, Interaction between students,different question types to elicit ideas from students

- Teacher guides students in the process of practicing the language, vocabularyand grammatical items should be presented and practiced in meaning contexts onform and meaning

- Projectation will be assessed by themselves, their group, their peers andteacher, peer-assessment and self-assessment sheets will be given to other groups

- Teacher helps students set a deadline for each tasks and support themthroughout the process Student have to prepare for the project throughout theunit, the focus of the making project process is on the final product, which is aposter presentation or a slides presentation.

2.2 Step 2 Organise ideas for oral presentation slides.

2.2.1 Teacher designed detailed outlines for each kind project: 2.2.1.1 Outlines of research Project ( Unit 4, Unit 7)

Table 7 Suggested detailed outline of research Project ( Unit 4)

(See APPENDIX D page 28)

2.2.1.2 Detailed outlines of survey Project ( Unit 2, Unit 5) Table 8 Suggested detailed outline of survey Project ( Unit 2)

(See APPENDIX D page 29, 30 )

2.2.1.3 Outlines of design or invent Project ( Unit 1, 3, 6, 8, 9, 10) Table 9 Suggested detailed outline of Project design or invent Project ( Unit 6)

(See APPENDIX D page 32,33)

2.2.2 Organise ideas and visuals, and design posters, oral

presentation slides.

Teacher shows some available background on the Powerpoint in lap, PC orcanvas app and gives them detailed outline prepared by the teacher Teacher alsogives list titles for each topic of project Students will search information forproject in the text book, the Internet, mass meadia Teacher give feedback forstudents three time: feedback idea, raw production and final production In each ofnext lessons, right after Getting Started lesson, teacher spends a few minuteschecking students’ progress helping the with any topic-related or functionallanguage they need and solving any other problems that may arise with theirprojects

2.2.3 Feedback students’ rough draft

Teacher gives feedback students’ idea, sources of information, fonts,pictures, videos, duration of presentation in beak-time, after school or through

Teacher guides students to save files and send them to the teacher to check

2.2.4 Feedback students’ production

Teacher gives feedback for students’ problems as followings:

If background, pictures, videos, music are suitable with the topic or not

If the content is enough and correct, meets the requirement of the project’stopic

Teacher checks the logic of content, slides, grammatical and spelling errors,fonts

If it is quite a harmonious combination of colors, music, content, slides for a

poster or an oral presentation project or not

Teacher notes students that they have to support each other to upgradethemselves the ability of using English, technology as well as talking in front of thegroup and class After checking students’ production, teacher sends them throughZalo to students

2.2.5 Feedback students’ final production

Teacher checks the students’ final production onces , if it is ok, send back tothem and set time for students to give an oral presentation, get the names of eachgroup’s presenter, control slides or stick posters on the wall around classroom

2.3 Step 3 Practice explaining students’posters, oral presentation

Project and answering questions about the content.

Teacher checks laptop, Internet access ( if nesscessary), mic, speaker,HDMI Student can use their laptop for their oral presentation

Teacher has students work in groups, gives them a few minutes to get readyfor their oral presentation then asks them to decide who is going to stand by thegroup poster or slides and answer questions about it, and what question the rest ofthe group can ask as they walk round the classroom and view other groups’ posters

Teacher gives students checklists for peer and self-assessment ( seeAppendix F and G) then explains that they will have to tick appropriate items whilestudying their classmates’ posters or slides and asking questions about them Theyshould also write comments if they have any The group presentatives should alsocomplete their self-assessment checklists

If necessary, teacher goes through the assessment criteria to make surestudents are familiar with them

Teacher has group display their posters, show their slides Ask the grouprepresentatives to stand next to their poster, near screen while the rest of the classwalk round, study the posters, watch slides and ask question about them Instronger groups, I can have group members take turns to stand by the poster andanswer questions

Teacher gives students enough time to study all posters, slides and completethe checklists Then have them sit down and vote for the best poster, presentation.Teacher can give students marks for their posters, slides and poster, slidespresentations as part of their continuous assessment

2.4 Post-stage phase

2.4.1 Guide students to assess their final products

Projectation will be assessed by themselves, their group, their peers andteacher, peer-assessment and self-assessment sheets will be given to other groups.Guide students to complete the check list for peer assessment and self -assessment

(See suggested checklist and rubric at APPENDIX F ( page 36), G ( page 37), H(page 38)

2.4.2 Collect and save final product.

Teacher gives comments final productions of each group and give mark ifnecesscsary the best production .Then teacher asks students to check slides orposters once and then send them to their teacher Teacher collects and saves them

as modes to show Students complete the self-assessment table Identify anydifficulties and weak areas, and provide further practice

What difficulties do you have when speaking in class? percentage

s

1 I don’t have enough words to express what I want to say 21 %

2 I am shy when I stand in front of class 10%

3 I am afraid of making mistakes when speaking 15%

4 The lessons are too difficult for me 10%

5 My friends don’t cooperate with me 13%

6 I don’t understand what people say to me 10%

Table 10 Questions-result 2: Students’ difficulties- Post-applying techniques

According to data presented in table 2, almost students changed theirattitudes towards speaking activities To be more specific, as many as 95 % of themwere interested in speaking, only 5 % of them have opposite idea Accordingly,90% of them had not feeling shy when they stood in front of class as well as feeling

of the too difficult lessons for them and having an ability to understand what peoplesaid to them Similarly, 87 % of them were ready to cooperate with each other inmaking conversation as well as in speaking practice, only 13% of them discountedwith the practice of cooperating with their friends Their confidence of speakingEnglish was further supported by very high percentages (85%) that they were not