APPLYING PROJECT BASED LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS FOR THE TENTH GRADE STUDENTS AT NHU XUAN II HIGH SCHOOL

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NHU XUAN II HIGH SCHOOL EXPERIENTAL INITIATIVE APPLYING PROJECT - BASED LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS FOR THE TENTH GRADE STUDENTS AT NHU XUAN II HIGH SCHOOL Author: Pham Thi Lien Position: Teacher Field (Subject): English THANH HOA, 2021 TABLE OF CONTENTS PART I INTRODUCTION Rationale Aims of the study Objects of the study Methods of the study PART II CONTENTS 1.Theoretical background Practical background 3.The method “Applying Project – Based Learning to improve English speaking skills for the tenth grade students at Nhu Xuan II high school” 3.1 PBL in speaking skills 3.2 Steps for effective implementation of PBL 3.3 Teacher’s and students’ roles in PBL 3.4 Some examples about applying PBL in teaching speaking skills for the tenth grade students with English textbook, Education Publishing House 3.4.1 Unit 5: Technology and you – Part B: Speaking 3.4.2 Unit 7: The mass media – Part B: Speaking 3.4.3 Unit 5: Music – Part B: Speaking 3.4.4 Unit 5: Historical places – Part B: Speaking Results of applying the method PART III CONCLUSION, SUGGESTIONS Conclusion Suggestions LIST OF RECOGNIZED EXPERENTIAL INITIATIVES REFERENCES Appendix 1: Some videos in Speaking Lesson of Unit Appendix 2: One group’s presentation in Speaking Lesson of Unit 12 Page 1 3 3 3 8 12 13 14 16 17 17 17 PART I INTRODUCTION Rationale In today’s trend of international integration, English is considered as a means for learners to have fastest access to the world’s cultures and knowledge The teaching and learning of English need to be renewed in accordance with positive learning methods to be more suitable and meet the needs of society The core content of English teaching and learning helps students build and develop communication skills through practicing listening, speaking, reading, writing and linguistic skills It is clear that to communicate effectively in one language, English speaking skills should be developed along with the other skills so that these integrated skills will enhance communication achievement Methodology used in teaching second language has experienced manychanges for decades; however there is no single best method, and no one method that is best for a particular classroom Among the numerous methods based on communicative language teaching, Project-Based Learning (PBL) has been considered to be an effective teaching method in enhancing learners’ motivation This method lets students explore actively, creates authentic language and uses language in real life situations The method also encourages student-centered classes that focus on developing skills for lifelong learning and collaboration among students working on their small groups or a class At Nhu Xuan II high school – a small school in a low living standard mountainous commune, the teaching and learning English meet remarkable difficulties, such as: no integration of the four skills in teaching and learning, insufficient pratice time allowes, students’ poor pratice skills and low confidence or inadequate teaching equipment and facilities, and ect Hence, it is vital to apply a new and effective technique to improve students’ English learning, particularly enhance their speaking skills Based on the explanation above, I have made a great effort to conduct an experimental research entitled: “Applying Project – Based Learning to improve English speaking skills for the tenth grade students at Nhu Xuan II high school.” With the thesis I hope that I will contribute my little experience to help my students be more confident and improve their speaking skills in the next courses Aims of the study The aim of the research is to help improve English speaking skills for the tenth grade students at Nhu Xuan II high school by applying Project-Based Learning To achieve the above aim, the present research attempts to set the following objectives: - To learn about the tenth grade students’attitudes and interest towards the application of Project-Based Learning in their English speaking lessons - To find out the effectiveness of applying PBL in teaching speaking skills for the tenth grade students Objects of the study This study mainly focuses on the influence of PBL on speaking skillsfor the tenth grade students and some typical skills used in PBL which could help improve the students’ speaking ability and help them feel confident in communication within the context of teaching and learning at Nhu Xuan II high school This research is carried out in English-specialized class with 36 tenth grade sutudents in class 10A at Nhu Xuan II high school in the two terms of the school year 2020-2021 Methods of the study The method employed in the study is action research, in which ProjectBased Learning would be used directly in the classes that I am teaching so that I can have the clearest class observation Besides, both comparison and analysis methods are applied into this research These methods are cooperative to each other to see students’ general attitudes towards PBL, their perception on the effectiveness of PBL on their speaking levels as well as speaking skills and the effects of PBL on their speaking scores PART II CONTENTS Theoretical background PBL is a pedagogic framework to teach and learn through a project Thomas (2000) stated that PBL is a kind of a student-centered pedagogy in which students learn about the target language through the experience of prolem-solving and then, produce the outcomes that might be in form of presentation, exhibition, publication, etc The implementation of PBL in the foreign language classroom brings students alot of benefits - First, while working in a project, students engage in purposeful communication to complete authentic activities, they have the opportunity to use language in a relatively natural context and participate in meaningful activities which require practical language use - Second, students develop metacognitive skills because a project is an activity that “involves a variety of individual or cooperative tasks such as developing a research plan and questions, and implementing the plan through empirical or document research that includes collecting, analyzing, and reporting data orally and/or writing” (Beckett, 2002, p.54) - Third, as students work together to achieve their end product they develop confidence and independence (Fried-Booth, 2002) Project work incorporates collaborative team work, problem solving, negotiating and other interpersonal skills, which have been identified by learners as important for living successful life It is clear that PBL enables students to achieve the three factors which are interaction, transaction and performance when taking part in speaking activities Furthermore, students are well equipped with the essential basic life skills and become more interested as well as energetic in their learning This results in the enjoyment and purposefulness in their learning Practical background During the two terms of the academic year 2020-2021, I was in charge of teaching English for 36 students in class 10A After several weeks of teaching speaking lessons, I found the students were relatively passive and showed low motivation in learning They just did the things they were told to They seemed to be unable to manage their own learning For the purpose of enhancing my students’ engagement and motivation, I thought of PBL and implemented this medthod in my English teaching pratice, especially in teaching English speaking lessons I tried to make speaking activities various and moderate which are not too difficult or too easy and realistic so that my students will be excited and eager to them And it is more important that through these activities, they feel more interested in speaking lessons and they can improve their English speaking skills day by day The method “Applying PBL to improve English speaking skills for the tenth grade students at Nhu Xuan II high school” 3.1 PBL in teaching speaking skills Project – Based Learning is a learning model that provides an opportunity for students to participate actively in making a project with the group or individual work to improve English language skills, particularly in speaking skill The main aim of project learning is an active connection of pupils to educational process This process is characteristic of their openess Problem situations and questions are created by lecturers These situations and questions caused thinking at pupils about topic PBL helps students develop skills for living in a knowledge-based and highly technological society Solving highly complex problems requires students to have both fundamental skills and digital age skills With this combination of skills, students become directors and mangers of their learning, guided and mentored by a skilled lecturer Therefore, PBL is important and effective to speaking skills for several reasons, they are: - PBL and the use of technology bring a new relevance to the learning at hand - PBL lends itself to authentic assessment - PBL promotes lifelong learning - PBL accommodates students with varying learning styles and differences There are four major characteristics of PBL namely: - Self-responsibility for thinking and learning; - Awareness of social responsibility; - Thinking and acting from the scientific perspective but in a pratice Likewise, John Thomas highlights five important criteria of PBL: - PBL projects are central, not perpheral to the curriculum; - PBL projects are focused on questions or problems that drive students to encounter and struggle with the central concepts and principles of a discipline; - Projects involve students in a constructivist investigation; - Projects are students-driven to some significant degree; and - Projects are realistic, not school-like 3.2 Steps for effective implementation of PBL The process of PBL can be varied, depending on the real situation in terms of students’ ability and the content of each lesson According to the major characteristics and important criteria of PBL, if we examine PBL in the most general way, we can break it down into the following nine steps (Of course, teachers should modify the steps accordingly to suit the task and the students) - Step 1: The teacher-coach sets the stage for students with real-life samples of the projects they will be doing - Step 2: Students take on the role of project designers, possibly establishing a forum for display or competition - Step 3: Students discuss and accumulate the background information needed for their designs - Step 4: The teacher-coach and students negotiate the criteria for evaluating the projects - Step 5: Students accumulate the materials necessary for the project - Step 6: Students create their projects - Step 7: Students prepare to present their projects - Step 8: Students present their projects - Step 9: Students reflect on the process and evaluate the projects based on the criteria established in Step By my own experience in learning and teaching English, instead of teaching speaking lessons traditionally, I have forcefully and successfully applied PBL in teaching speaking skills for the tenth grade students with English textbook, Education Publishing House at Nhu Xuan II high school in the following stages: Stage 1: Discovering real situation related to the content of the lesson Many students find schoolwork meaningless because they not perceive “a need to know” what they are being taught They are unmotivated when told they will need it later in life or simply beacause “it’s going to be on the test” With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I have accepted In this stage, I could powerfully activate my students’ need to know content by launching a unit in a way that engages interest and initiates questioning This could take the form of a lively discussion Stage 2: Negotiating the Criteria for Evaluation I and my students decided that the projects should be assessed by fullfiing the questions in rubrics including seft assessment rubric and checklist Once the criteria were clearly defined, the students realized that they might have to be modified in the future Stage 3: Deploying the projects - Explaining the project I explained the project to students apparently It deals with the purpose of the project, the preparation that the students should make, the material and media used and the assessment for each project - Deviding groups Most of the activities in speaking class are in the form of group work I decided my class into groups and appointed the leader of each group The number of group members belongs to the content and the topic of the lesson - Assigning tasks The group’s leaders assigned the task for each member In term of making a project feel more meaningful to students, the more voive and choice, the better The leaders should assign the tasks depending on each member’s ability On one end of the scale, groups’ members should also discuss on how to design, create, and present products In the middle, I might provide a limited menu of options for creative products to prevent students from becoming overwhemed by choices On the other end of the scale, students could decide what products they will create, what resources they will use, and how they will structure their time Stage 4: Conducting the project A project should give students opportunities to build such 21 st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life Being given the Guidelines for poster layout, the students in each group worked on preliminary sketches until they decided on the final design Besides, students gathered information from many resourses such as websites, newspapers and their real lives They then compiled information, deciding on what pictures and information to paste on the posters Finally, they decided on how and where to put information and pictures on the posters Stage 5: Presenting the project In this stage, students became aware of the ways their presentations meet the criteria of assessment The teacher-coach using teacher’s assessment, observed how engaged they were in presenting their projects Each group in my class showcased its poster to the class and presented the content, the core value of the project Stage 6: Reflecting on the Process and Evaluating the Process In this simulation, the students discussed what they enjoyed about working in their groups They discussed what they liked about the materials and what they found to be frustrating Students shares their reflections to note what they had in common and what was special to each group or to teach individual personality They reviewed the criteria of assessment and discussed how well they met them The teacher assessed students’ posters basing on the criteria dicussed before I used my assessment rubric, combining with students’ self assessment rubric and peer assessment rubric to evaluate students’ work, gave them comments as well as compliment 3.3 Teacher’s and students’ roles in PBL To maximize the benefits of PBL in foreign language classrooms in general and in English speaking lessons in particular, both the teacher and the students should certain things + The teacher’s role in PBL: The teacher has the essential role during the implantation of PBL The teacher identifies the project that is interesting enough to excite students to inquire about it, research on it and draw reasonable multiple solution on the project The project should be linked to cource content and relevant to potential future use in work environment - Identify a project that is appropriate for the course and student population The project should help students new skills they will use for a project that would be too difficult for them to complete on their own State the project in a narrative format that includes details about its background but not provide too much information that the students could find on their own as they search for a solution - Organize students in groups that represent different skill levels and diversity in an effort to achieve more successful team dynamics and outcomes Find ways to engage students collaboratively in teams This can be achieved by having students identify their strengths and weaknesses which will assist them as they assume different roles during the PBL - Provide instructional support to assist the students in building their understanding of new content and the project-solving process Support should be provided from the time you present the project to when the teams present their solutions Key here is support your role will be facilitator, coach and mentor to guide and move students from what they already know to a deep understanding of new material + Students’ role in the implementation of PBL: During PBL, students collaborate in small teams to explore the presented problem situation What follows is a method that summarizes the steps students take to solve the problem situation - Explore the issues related to the problem Read, dicuss and analyze the problem and identify its significant parts - List what the team knows about the problem The students should discuss in their team members’ current knowledge and experiences that relate to the problem Identify the strengs and capabilities each team member can offer as they explore solutions to the problem Brainstorm possible solutions and accept everyone’s contributions - Develop and write out the problem statement in their own words This description should be based on what they know about the problem and what they need to know to solve the problem the following: Get consensus from the team on the new written statement Write the problem statement Get feedback from the teacher (for confirmation that you are on the right track) Be willing to change/ modify the problem statement as they gather - List all possible solutions to the problem List ideas, speculations, and hypotheses about the problem-what are its causes and in what ways might the problem be solved? Order the possible solutions from the most likely to the least and choose the one your team feels is mostly to succeed - List actions to be taken with a timeline What they have to know and to solve the problem? How they rank these actions? How these actions relate to their list of possible solutions? Do they agree on these actions and if not, how they reach consensus? - List what the team needs to know to solve the problem Discuss possible resources needed to solve the problem such as the internet, textbooks, interviews, the instructor Assign and schedule research tasks to each team member Set deadlines for all tasks - Write the team’s report with the solution to the the problem that includes supporting documents This step can act as a preliminary step that involves a draft report or can be the final report - Presenting and defending the conclusions An important goal in PBL is to present not only their team’s conclusions but also the foundation upon which they are drawn - Review and reflect on the individual and team’s performance This reflection is an important step that will help validate what they learned and how they could improve on the process The key component of PBL is the act of reflection in which students are asked to apply what they have learned in other situations, how they will apply what they have learned in their personal lives and how they will apply what they have learned in another course-related projects 3.4 Some examples about applying PBL in teaching speaking skills for the tenth grade students with English textbook, Education Publishing House at Nhu Xuan II high school 3.4.1 UNIT 5: TECHNOLOGY AND YOU – PART B: SPEAKING Activity 1: The drama: “Chi Pheo – Thi No” (See Appendix 1) Watch the drama “Chi Pheo – Thi No” (performed by two students in the class) then answer the two questions below: How did Pheo and No contact to each other in the drama? What did No want Pheo to buy for her? The drama: Chi Pheo – Thi No Music: Prelude music No: (go around on the stage) Narrator: Who are you? No: Lở Narrator: What is your name? No: Lở, Nở I am Nở Nguyễn Thị Nở Narrator: Where you live? No: I live in Vu Dai village, Ly Nhan District, Ha Nam Province, Vietnam Narrator: Who is your father? No: My father is Nam Cao Narrator: Oh, I know you Your lover is Chi Pheo No: Yes, my lover is Chi Pheo Narrator: You are very beautiful No: (laugh: Hà hà hà .) Yes, you are right I’m very beautiful (deep voice), beautiful from feet to head (shake the body while speaking) Narrator: Where are you going now? No: I’m going to the supermarket to buy some flowers, some fruits and some ticky rice to make Banh Chung Narrator: Oh, where is Chi Pheo? No: Phèo, Phèo, Phèo (with annoying voice), Phèo bờ lèo tèo 10 ( The phone is ringing ) No: (laugh) hì hì hì Here is my phone hì hì hì Pheo: wow, Thi No My love I’m thinking of you No: Whey, Pheo Where are you now? (with sharp voice) Pheo: I’m here, in Vu Dai village, Ly Nhan District, Ha Nam Province, Vietnam No: Ok I’m waiting for you (walk around and sigh to wait) say: Hey When Pheo comes in, No expresses her miff Pheo: (walk like a drunker) Nở, Nở, sorry, sorry, I am sorry No: Sorry, sorry You’re always sorry You always tell a lie You always let me alone I don’t believe you Goodbye my love forever ( with loud voice and whirl away) Pheo: sing “Unbreak my heart” No: (laugh) hà há then ask: Do you want to show your love to me? Pheo: Yes, of course No: Could you buy me some gifts? Pheo: Yes, what you need? No: (laugh) hì hì hì I need an iphone to selfie with you I need an electric cooker and a gas to cook good meals for you Pheo: (Sing Cai Luong) Do you know I love you and need you so much No No tonight I can not sleep so well You don’t believe me because of money I know I can not buy these things for you I just love you by my heart, my soul I don’t know what to No car, no job, no money, no home I will die very soon Why you say goodbye to my life No: You don’t love me any more You only love drinking Goodbye Pheo: No no, I love you but I can’t buy everything you’ve said I’m too poor You understand? No: Ha ha I understand I love you too Music: Pheo and No dance with music to end Suggested answers: telephone/ mobile phone/ cell phone a smart phone, an electric cooker and a gas Activity 2: Look at the pictures about modern inventions that are shown on the computer screen, then: Write the names of these modern inventions on A0 paper in two minutes then hang on the board for checking Answer the question: What these pictures tell you about? (See Appendix 1) Suggested answers: - washing machine - camera - TV - electric cooker - radio - electric fan 11 - computer - air - conditioner Modern inventions - light - smart phone/mobile phone Activity 3: Groups’ presentation (4 groups) - Each group will talk about one kind of modern invention - Other groups will guess what the modern invention is Group 1: Talk about the uses of Television 12 Group 2: Talk about the uses of Electric cooker Group 3: Talk about the uses of Fridge 13 Group 4: Talk about the uses of Smart phone/ Mobile phone 3.4.2 UNIT 7: THE MASS MEDIA – PART B: SPEAKING Activity 1: Look at the ten pictures on computer screen and: Write English names of the things in the pictures shown Tick the things which are types of the mass media Suggested answers: - newspapers - films - books - TV - the Internet - plays - magazines - radio - stories - dictionaries The things which are types of the mass media: - newspapers - TV - the Internet - magazines - radio Activity 2: Groups’ presentation Group 1: Talk about newspapers: - their typical features - some popular types of newspapers in Vietnam - the advantages of newspapers over other types of the mass media Group 2: Talk about Television: - their typical features - official national channels in Vietnam - the advantages and disadvantages of Television Group 3: Talk about the Internet: - its typical features - some popular webs in the world - its advantages and disadvantages Group 4: What type of the mass media you think is the most popular nowadays? Why? 14 Activity 3: Which type of the mass media you think is the most popular nowadays? Give at least reasons for your choice 3.4.3 UNIT 12: MUSIC – PART B: SPEAKING Activity 1: Listen to songs and write: - The name of each song - The name of the singer or band who sang the song - Kind of music that the song belongs to Suggested answers: Song Singer/band Kind of music Đường đến ngày vinh quang Trần Lập Rock Em kẻo trời mưa Đàm Vĩnh Hưng Bolero My love Westlife Pop Rainbow Suboi Rap – Hip hop Gặp rừng mơ Trọng Tấn – Anh Thơ Folk Activity 2: Group’s presentation Group 1: Talk about the importance of music in our daily life Group 2: Talk about some popular kinds of music in Vietnam, including: - At least kinds of music - Their typical features - Some famous singers/bands for each kind of music (See Appendix 2) Group 3: - Interview your class members to find out: What kind of music most of your classmates like to listen to? What is the most popular reason that they listen to music? - Report the results to the class Group 4: Make a guessing game for other groups by giving them some cues about one of the famous musicians in Vietnam and ask them to guess who he/she is 15 Suggested musician: Van Cao Activity 3: Complete the handouts about your taste of music, including: The kind of music you like ……………………………………… Your favorite singer/band ……………………………………… Why you listen to music ……………………………………… When you often listen to music ……………………………………… 3.4.4 UNIT 16: HITORICAL PLACES – PART B: SPEAKING Activity 1: Look at pictures shown on the computer screen and match the English name with one appropriate picture: Pictures English names Con Dao prison The tunnels of Cu Chi My Son Sanctuary Tan Trao war zone War Remnants Museum Ho Dynasty Citadel Van Mieu – Quoc Tu Giam Kim Lien relic site Activity 2: Group’s presentation Each group talks about one historical place in Vietnam by giving at least features/ characteristics (without giving its name for other groups to guess after each group’s presentation), including: - Its location (in which province) - Its construction time 16 - Its main structure and typical features - Its main purpose when being built Group 1: Talk about President Ho Chi Minh’s mausoleum Group 2: Talk about Thong Nhat Conference Hall Group 3: Talk about Hue Imperial City Group 4: Talk about Hoa Lu ancient capital Activity 3: List out the songs which relate to historical places/events/ characters in Vietnam Note: Teacher can prepare some famous songs about historical places / events/ characters to show to students (by playing the radio) as suggestions for them to the task better Suggested answers: Songs Historical places/ events/characters Chào sông Mã anh hùng Ma river (Thanh Hoa province) Bến nhà Rồng Nha Rong harbor (Ho Chi Minh city) Đồng Lộc 10 Bông Hoa Bất tử Dong Loc junction (Ha Tinh province) Đường Trường Sơn xe anh qua Truong Son road Câu hò bên bờ Hiền Lương Hien Luong bridge Biết ơn chị Võ Thị Sáu Vo Thi Sau heroine Bế Văn Đàn sống Be Van Dan hero in the historical campaign of Dien Bien Phu Mười chín tháng Tám The August revolution in 1945 Chiến thắng Điện Biên The battle of Dien Bien Phu in 1954 Giải phóng miền Nam The end of Vietnamese war in 1975 17 Results of applying the method In order to assess the effectiveness of this method in teaching speaking skills, I carried out a survey to test 36 students’ attitude and results in class 10A before and after I applied the method Their attitude and results towards the implementation of PBL in their speaking lessons were shown as follows: The positive changes in students’ attitude and interests towards the application of PBL in their English speaking lessons: The 36 students in How much they like their speaking lessons application class 10A Very much Not very much Not at all of PBL Before Number 18 13 Percent (%) 13,9 50 36,1 After Number 14 17 Percent (%) 38,9 47,2 13,9 The positive results of students in speaking skills after implementing PBL in their English speaking lessons: The 36 students Students’ results in speaking skills application in class Pronunciation Fluency Confidence of PBL 10A good not good yes no yes no Before Number 11 25 28 29 Percent (%) 30,6 69,4 22,2 77,8 19,4 80,6 After Number 22 14 19 17 20 16 Percent (%) 61,1 38,9 52,8 47,2 55,6 44,4 As can be seen from the two tables above, the implementation PBL in teaching speaking skills has brought good effect on students’ learning attitude Before using this method, most of my students could traditionally complete all the tasks in the textbook with the instruction or help from their teacher However, they easily forgot the vocabularies, the topic as well as the contents of the lesson To a certain extent, after each lesson, students seemed to know the floating part in an “ice berg”, not really understand the deeply sinked part in the lesson, in other word, it is the core value of the lesson Moreover, the implementation of PBL also helped my students enhance their speaking skills day by day After each lesson, they seemed to be more and more confident and their ability of pronunciation and fluency was improved and became beter and better It is a matter of the fact that when applying PBL in teahing in general and teaching speaking skills in particular, my students enjoyed working together to create their groups’ outcomes, they seemed to be very eager for each lesson because they like dealing new tasks and challenges 18 PART III CONCLUSION, SUGGESTIONS Conclusion: According to the result of the research, it is determined that the implementation of PBL is applicable method in the language learning process It has been proved that students’ skill in speaking was improved in every cycle Based on the research finding, the writer concluded that PBL improves students’ speaking skills, accuracy and fluency on the ten grade students Hopefully, the study will contribute into the success of teaching speaking skills at high schools in general and at Nhu Xuan II high school in particular Firstly, after doing this research, I will master the theory, techniques and have much knowledge after learning other researchers for the field that helps me know how to motivate my students join in speaking activities and make them feel confident and excited about speaking tasks by using PBL effectively Secondly, hoping with the possitive results of the study, my students will become eager and interested in speaking lessons They will have more passions for English, especially for speaking skills Then they can improve their English speaking ability in both study and daily communication Last but not least, I hope that the findings in this research can support my colleagues at Nhu Xuan II high school and other teachers in their teaching They can combine the traditional teaching methods and PBL to make speaking activitives become various and the students have lots of chances to pratice speaking skills and experience in good speaking environment Suggestions In the end of this chapter, there will be several suggestions for the teacher and the writer Since the nature of PBL requires a long time for completing the project, the teacher should manage the speaking session as well so that it will not disrupt other materials that are being taught Therfore, the writer suggests teachers as well as readers to use PBL for increasing students’ speaking since it is simple, easy to do, enjoyable, and up to date During PBL, the teacher should be prepared well with any device or tools that support the project The teacher has to handle the schedule well and be on time about the deadline of the project The teacher also can use PBL with other technique which support the PBL The teacher should be creative in deciding the project to make the activities become more interesting as well as challenging to the students HEADMASTER'S CONFIRMATION Thanh Hoa, 15th May, 2021 I insist that this initiative experience be my own writing, not copy the others' contents Phạm Thị Liên 19 REFERENCES Book: “Những vấn đề chung đổi giáo dục Trung học phổ thông môn tiếng Anh” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục Textbook: “Tiếng Anh 10” ( Bộ Giáo dục Đào tạo) – NXB Giáo Dục Patton, Allec (2012) Work That Matters: The teacher’s guide to Project Based Learning The Paul Hamlyn Foundation Maulany, D B (2013) The use of project- based learning in improving the students speaking skill ( A Classroom Action Research at One of Primary Schools in Bandung) Journal of English and Education, 1(1), 30-42 Railsback, Jennifer 2002 Project-Based instruction: Creating Excitement for Learning Portland, Oregon: Northwest Regional Education Library Thomas, J W 2000 A Review of Research on Project-Based Learning San Rafael, California: The Autodesk Foundation Bell, S (2010) Project-Based Learning for the 21st Century: Skills for the Future The Clearing House: A journal of Educational Strategies, Issues and ideas, 83(2), 39-43 Srikrai, P (2008) Project Based Learning in an EFL classroom Journal of Humanities and Social Sciences, 25, 85-111 www.teachingenglish.com DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Phạm Thị Liên Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Như Xuân II TT Tên đề tài SKKN Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Ngành GD cấp tỉnh C 20182019 Ngành GD cấp tỉnh C 20192020 Some methods for teaching vocabulary in pre-reading to help the eleventh grade students be motivated in the reading lessons Using mind-mapping technique in teaching post- reading to help the twelfth grade students be motivated and improve their reading comprehension  ... in the next courses Aims of the study The aim of the research is to help improve English speaking skills for the tenth grade students at Nhu Xuan II high school by applying Project- Based Learning. .. day The method ? ?Applying PBL to improve English speaking skills for the tenth grade students at Nhu Xuan II high school? ?? 3.1 PBL in teaching speaking skills Project – Based Learning is a learning. .. for the tenth grade students at Nhu Xuan II high school. ” With the thesis I hope that I will contribute my little experience to help my students be more confident and improve their speaking skills