skkn cấp tỉnh doing project time for teamwork and speaking

The project part introducedin new English textbooks is designed to help students improve their teamworkskill as well as English speaking ability to prepare for their future.. The four-ye

THANH HOA EDUCATION AND TRAINING DEPARTMENT

TRIEU SON 1 UPPER SECONDARY SCHOOL

EXPERIENCE INITIATIVE

DOING PROJECT - TIME FOR TEAMWORK AND

SPEAKING

Writer: Nguyễn Thị Cương Position: Teacher

Subject: English

THANH HOA, YEAR 2024

1 INTRODUCTION

1.1 Reasons for choosing the topic …….……… 1

1.2 Purposes of research……… 1

1.3 Objects of research……….1

1.4 Methods of research……… 2

2 CONTENT 2.1 Theoretical basis……… 2

2.2 Factual basis……… 2

2.3 Solutions……… 2

2.3.1 Benefits of project-based teaching……… ……….…… 2

2.3.2 How to organize a project for students……… ………… 3

2.3.2.1 Time for project activities………3

2.3.2.2 Class arrangement………….……… 3

2.3.3 Some methods to do project………4

2.3.4 Evaluating the quality of a project……… 4

2.3.5 Some examples of conducting the project part in class… 5

2.3.5.1 Unit 3: Topic Music - English 10 ………… ………….5

2.3.5.2 Unit 3: Cities- English 11 ………6

2.3.5.3 Unit 4: ASEAN and Viet Nam- English 11……… 7

2.3.6 Comments from the “project-based classes”.……….8

2.3.7 Principles of preparing “project class” for students………9

2.4 Experimental results……… 9

3 CONCLUSION AND PROPOSAL 3.1 Conclusion………10

3.2 Proposal………11

CATEGORY OF ACKNOWLEDGED EXPERIENCE INITIATIVES

Writer: Nguyễn Thị Cương

Position: Teacher

School: Trieu Son 1 upper secondary school

Numerical

order

Names of experience initiatives

Rating board

Rating results

Academic year

1. Some methods helps

students to solve exercises of passive voice effectively

Thanh Hoa education and training department

C 2010-2011

2 Helping students to deal

with writing exercises about making sentences

Thanh Hoa education and training department

C 2015-2016

3 Guiding students to use

proper skills to solve multiple-choice

exercises relating to closest and opposite meanings

Thanh Hoa education and training department

C 2019-2020

1 INTRODUCTION

1.1 Reasons for choosing the topic

In this globalization age, communication and teamwork skills are

crucial for young people to integrate into the world The project part introduced

in new English textbooks is designed to help students improve their teamwork skill as well as English speaking ability to prepare for their future

The project part (project), distributed at the end of each unit in English 10 and 11, is different from previous textbooks The project is implemented based on the concept of project-based teaching (Project-Based Learning) Project is a teaching method that focuses on students’ activities, directing students

to areas of knowledge and skills through playing one or more roles to solve problems Solving problems (called projects) simulates the real activities of our society These activities help students find the concepts they need to learn more meaningful

Within the scope of this article, I would like to contribute

my shared advice in practice The four-year project applied to teaching the new English program to promote the benefits of this teaching method, as well as provide Provide positive changes for the modern trend of learning English and create motivation for high school students to learn English

Therefore, I choose the topic "Doing project - time for teamwork and

speaking " in my experience initiative to help students develop their teamwork

as well as speaking skills effectively and achieve good results in their study

1.2 Purposes of research.

In the framework of this topic, I do not hope to help students to express their full ability I only focus on some ways that can be easily applied in the project part to get better results

1.3 Objects of research.

As what has been refered above, project is a new part in new textbooks,

so finding ways that encorage students to engage it is neccessary Doing project means that students have to work in a new way that is different away from the old one

From my experiences in teaching and guiding process in which I help my students to express themselves and their creativity, I am pleased to introduce some ways that can be used in preparing students for doing project

I applied this experience initiative for teaching students at Trieu Son 1

upper school They are students of classes 10C10 and 11B8

1.4 Methods of research

Completing the system of theoretical basis, basic knowledge, guiding the approach to problems, analysing, evaluating and giving conclusions related to these games

Applying this experience to students in English lessons and reporting the topic to the professional team to get suggestions and comments I myself have consulted some opinions of colleagues who have much experience in teaching, and specially interest in vocabulary

2 CONTENT

2.1 Theoretical basis.

For many years, studying English at high schools has focused on grammar, reading and writing Speaking and listening are not paid much attention Consequently, students are prone to avoiding speaking English as much as possible They feel shy, or even afraid of speaking English though they know that it is very important They say that they don’t have confidence or ability to speak English out In fact, they can not speak English because they do not have much chance or a suitable environment to show or exchange their opinions Besides, working in groups or doing teamwork also assists them enhance their confidence and improve their speaking ability Fortunately, the project part in new English books can help a lot in creating an English speaking zone through teamwork activities for students to participate Of course, it also depends on how the teacher organizes the lesson In my topic, I only focus on some methods that I have applied so that my students can improve their English speaking through teamwork activities

2.2 Factual basis.

I researched this topic based on the following aspects:

- Based on factual teaching

- Based on some references about speaking and teamwork activities

- Based on the opinions of the colleagues

Before making the topic, I had a small test to examine the speaking ability

of the students of the 2 classes: 10C10,11B8 at Trieu Son I high school I obtained the following results:

Class

Number

of

students

Excellent Good Average Weak

Number of students

% Number of students

of students

of students

%

10C10 48 3 6.25 10 21 15 31.25 20 41.5

2.3 Solutions.

2.3.1 Benefits of project-based teaching

Project-based teaching is an active teaching method that develops learners' abilities The biggest advantage of this method is that it creates many opportunities for students to practice and apply knowledge creatively into practice The forms of doing projecst can be individuals, in pairs or group work, depending on each task of the project When children are assigned tasks to work in groups, the spirit of cooperation,

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mutual support, and initiative in learning increases significantly Project-based teaching helps students feel more confident in communication, encouraging the participation of the majority of students in the class; At the same time, it promotes the spirit of self-study and creativity of learners

When assigned tasks, students are very excited For each specific topic, students prepare materials very carefully Group members work together to give ideas that are creative After the groups complete their projects, they will choose

a member/ members to present The product of each group is the active cooperation of the whole group Therefore, every group wants to show off their products in front of the class Groups vote and evaluate each other according to the criteria given by the teacher The atmosphere of the class was bustling and exciting After project lessons, students seem to have accumulated many useful things, are more creative, more active and have a positive attitude towards the subject

2.3.2 How to organize a project for students.

- To carry out a project, it takes time to prepare people, topics, scripts, media, information and technology, so in the first lesson of program delivery, teachers should introduce students how to do a project, select a group and set a deadline to present the product

- “Project” is a new part in the textbook and the appoaches to teach it are not familiar with teachers A lot of teachers avoid designing this part or even skip it To have a good project class, the teacher needs to be active when designing the plan for it This class needs creativity, collaboration and mixed skills: teamwork skill, communication skill………Therefore, only some classes with good English can do it well

- The teacher can flexibly change or diversify the requirement in the textbook to fit the students’ability

2.3.2.1 Time for project activities

- Finding suitable time to oganize project activities is necessary During the teaching process, teachers need to find suitable time to organize project activities “Project” is distributed at the end of each unit, so when students have learnt all other parts of each unit is the best time to do it Therefore, students will consolidate their language knowledge of the unit, while promoting their listening, speaking, reading, and writing skills In addition, soft skills such as teamwork skills, time management skills, presentation skills or information search skills can also be developed

- The duration for each project may not be the same: each project may last from one week to four weeks When students have finished it in curfew time, they will have to report their products in front of the whole class and the presentation time for each project is 10-15 minutes Before preparing for the presentation, teachers should proactively remind and confirm the time to report the product

2.3.2.2 Class arrangement.

- To do project, exciting atmosphere is very important Teachers have a lot of ways to arrange the class: students can do it individually, pairwork or groupwork Each has its own advantages, and choosing which calss arrangement

is up to the project However, pairwork and groupwork may be the most interesting for students because they can share ideas, feelings and excitement with their partners

- To ensure project effectiveness, students can work in pairs or groups of 3-4 people Creating a group should not be too large and polarizing, but should have many levels in the group so that students can support each other and overcome self-consciousness and shyness Depending on the number of students

in the class, the number of groups can range from 8-10 groups, each group has a group leader to take main responsibility and urge group members to work Choosing group leaders is appointed by the students in the class (mainly students with real English ability), then the teacher will assign group numbers to the group leaders and members who want to go back to work

2.3.3 Some methods to do project.

-Teacher plays a guide role in the process of doing projects Therefore,

they have to orient students and suggest some ways to do

The methods when doing projects include:

+ Doing survey

+Interviewing

+ Making clips

+ Talkshow

+ Role-playing

To present the product, each student, or each group can choose many different presentation channels, such as posters, power point, role- playing, interview, talkshow For example, in English 11, Unit 1 "Generation Gap", students will mention conflicts between parents and children about life views, clothing, studying and hobbies through role-playing Unit 2: "Relationships", students can use power point to present the issue "Should students fall in love or not?", "What are the disadvantages of having love at school age", Unit 3

“Becoming independent”, students can organize a talkshow to mention qualities, skills and how to become a person who knows how to manage their life early, or Unit 6 “Global Warming”, students use posters to say about the causes, the consequences and our responsibilities towards the environment After each presentation, students should be encouraged to give messages to express their understanding and awareness about the lesson topic and about the surrounding worldview

2.3.4 Evaluating the quality of a project

Assessment is an important step because it is the motivation for students

to strive and assert themselves with classmates, so that after each project,

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students will have more positive changes in learning English Therefore, there are 3 forms of assessment that can be used in projects:

- Evaluation of group members, group leaders and group members can comment on the attitudes and work progress of members and can give points This score accounts for 30% of the total score

- Evaluation based on the opinions of other groups: for example, groups

1, 2, 3, 4 evaluate groups 5, 6, 7, 8 and via This score accounts for 20%

- The teacher's evaluation of the presenting groups This score accounts for 50% of the group's total score

Evaluation criteria are based on the following requirements:

- Use English fluently (pronunciation, intonation, final sounds)

- The language is easy to understand, accurate and appropriate

- Creative and interesting ideas

-Teamwork spirit (divide tasks equally for individuals)

- Make sure the time is right and the topic is right

- The atmosphere is fun and positive

2.3.5 Some examples of conducting the project part in class

In the academic year 2023- 2024, I have guided my students in two classes: 10C10 and 11B8 to carry out the project part after each unit Following are some periods that the students in these two classes have done and got good results

2.3.5.1 Unit 3: Topic Music - English 10 [1]

Class: 10C10

Assignment task

Number of students: 48

Number of groups: 6

Task: “Do a research on a form of traditional music in Viet Nam or another country”

Time for preparation: 2 weeks

Time for representation: 2 periods (90 mins)

Particular tasks:

Group 1: Quan Ho singing

Group 2: Cai Luong singing

Group 3: Hue royal court music

Group 4: Cheo singing

Group 5: Xoan singing

Group 6: Tru singing

Methods: Each group selects a leader and gives each member a particular task:

- Finding out and collecting information

- Arranging the information

- Creating slides

- Representing

Production

- Each group has 10 to 15 minutes to represent its product

- Group 1: two members, in the roles of “liền anh” and “liền chị”, performed a piece of Quan Ho singing named “ Còn duyên” After they finished, the other members asked audiences questions about the song and information about Quan Ho singing When watcher had given the answers, they checked and corrected if necessary Then, they used power point to show images, videos and information about this kind of music

- Group 2 presented their ideas through an interview One member was in the position of an interviewer and the others played as interviewee roles

- Group 3 and Group 5 used Power point to show slides related to contents they had made Three representavives took turns to talk about the kind

of music that their group had prepared

- Group 4 began their talkshow by playing a video in which a famous Vietnamese artist- Xuan Hinh- was performing “Cô đôi thượng ngàn” After that, their talkshow started One member was the M.C, the others in the roles of guests They asked, answered and exchanged the ideas about Cheo and things related to it

- Group 6 started with a scene of a play that their members carried out They then led audience to the topic of their presentation: Tru singing Two students took responsibility for transmitting the group’s ideas to audiences in the most understandable way

Evaluation and feedback

After each group finished their presentation, the teacher asked the other group to give their comments and evaluate the products Sometimes, some members may show questions to ask the audience about what they had seen and heard Then, the teacher gave feedback and consolidated the lesson

2.3.5.2 Unit 3: Cities- English 11 [2]

Class: 11B8

Assignment task

Number of students: 42

Number of groups: 4

Task: “Design a poster about the ideal city of the future Present your poster to the class”

Time for preparation: 1 week

Time for representation: 2 periods (90 mins)

Particular tasks:

Group 1,2: Green city

Group 3,4: Smart city

Methods: Each group selects a leader and gives each member a particular task:

- How to design the poster: drawing, using computers …

- Finding out and collecting information: location, size, population, buildings, travel, technology…

- Arranging the information

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- Representing

Production

- Each group has 10 to 15 minutes to represent its product

- Group 1 showed a drawing that they drew a green city by themselves The drawing looked so impressive with a lot of green spaces A lot of trees, grassplots and lawn There were colourful flowers spotted in these places Two representatives introduced their ideas through describing the picture They spoke naturally and inspirationally that everyone could imagine the city as in real life

- Group 2 presented their ideas through a talkshow One member was in the position of an MC and the others played as guest roles They show a photo

of a city with a lot of high buildings There were roof gardens in all these buildings The MC gave a question “What do you think of this city? Is it a green city or not? Why?’ The guests had some minutes to think of the answer Some said it was a green city, some others not Then they discussed and gave the proof

to protect their opinions The discussion went on actively and everyone felt positive

- Group 3 used Power point to show slides related to contents they had made It was a modern city with a lot of skyscapers Technology was present everywhere The slide gave the audience the feeling of being in an automated city where everything went electrronic Three representavives took turns to describe the ideal city they designed and asked the other classmates some questions related to it Everyone happily participated in the presentation

- Group 4 began their presentation by playing a video which showed a family living in a smart city They lived in a department in a high-rise building Their house was very mordern with numerous smart devices that helped them do most of the housework When the members went home, they did almost nothing They stayed in their own rooms with their personal electronic devices When showing the video, a student described each scene in details The end of the video showed a question: “Do you think that these people are really happy? What are the disadvantages when living in a smart city?” Then, the other members of Group 4 gave their opinions and asked audience to exchange ideas with them The whole calss discussed and exchanged opinions ebuliently and effectively

Evaluation and feedback

After each group finished their presentation, the teacher asked the other group to give their comments and evaluate the products Sometimes, some members may show questions to ask the audience about what they had seen and heard Then, the teacher gave feedback and consolidated the lesson

2.3.5.3 Unit 4: ASEAN and Viet Nam- English 11 [2]

Class: 11B8

Assignment task

Number of students: 42

Number of groups: 4