DESIGNING ACTIVITIES IN TEACHING PROJECT BY APPLYING PRESENTATION AND VIDEO PRODUCTION IN NEW ENGLISH TEXTBOOK 10

MINISTRY OF EDUCATION AND TRAINING NGHE AN DEPARTMENT OF EDUCATION AND TRAINING BAC YEN THANH HIGH SCHOOL THE EXPERIENCE TOPIC: “DESIGNING ACTIVITIES IN TEACHING PROJECT BY APPLYING PRESENTATION AND VIDEO PRODUCTION IN NEW ENGLISH TEXTBOOK 10” Subject: ENGLISH Researcher and implementing the topic: LÊ THỊ THANH HƯƠNG Group: Literature – Foreign Language NGHỆ AN – 2021 TABLE OF CONTENTS ORDER A I II III IV V B I II III 1.1 1.2 1.3 2.1 2.2 3.1 3.2 C I II CONTENTS INTRODUCTION RATIONALE AIMS OF THE STUDY SCOPE OF THE STUDY METHODS OF THE STUDY NEW FEATURES OF THE EXPERIENTAL INNITIATIVE CONTENTS OF THE STUDY THEORETICAL BACKGROUND PRACTICAL BACKGROUND IMPLEMENTATION AND SOLUTIONS TECHNIQUES IN TEACHING PROJECT WHY DO TEACHERS TEACH PROJECT? ACTIVITIES TO PROMOTE PROJECT PROJECT IMPLEMENTATION PROCEDURE APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECTS WHAT IS A PRESENTATION? WHAT IS VIDEO PRODUCTION? DESIGN ACTIVITIES IN APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT IN NEW ENGLISH TEXTBOOK 10 APPLYING PRESENTATION IN TEACHING PROJECTS APPLYING VIDEO PRODUCTION IN TEACHING PROJECTS RESULTS AFTER APPLYING THE STUDY IN TEACHING CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS A INTRODUCTION I Reasons for choosing the researching PAGE 2 3 3 4 5 5 6 7 25 33 34 34 34 Language is our primary source of communication; it's how we share ideas with others Some people even say that language is what separates us from animals and makes us human There are thousands of languages in the world; countries have their own national languages in addition to a variety of local languages spoken and understood by their people in different regions Some languages are spoken by millions of people and others by only a few thousand English is one of the languages known by many, with about 20% of the global population speaking it (that's 1.5 billion people) But did you know that most of those people aren't native speakers? Only about 360 million people speak English as their first language Given its popularity in everyday communication, academia, business, and entertainment, it's no wonder many are saying it's important for nonnative-speakers to hurry up and learn English When it comes to prepare the next generation for the future, then education becomes the primary concern Traditional learning in classroom-based education is being challenged by the ever increasing complexity in our lives and societies Researches in the leaning methods have opened new vistas in Project-Based Learning The fast emerging method is catching the attention of the educationist and policy makers to introduce this in their education systems Project-based learning focuses on developing critical thinking and problem solving skills in the students Its inquiry-based method of learning to solve the problems given as projects to the students is a style of active learning In short, we can say “Project-Based Learning integrates knowing and doing” when student apply what they know to solve authentic problems with intentions to produce results that matter A project has scope of work, resource, and planning activity to execute and manage resourceσ to get the desired results In the present world of full of ever increasing complexity, project-based learning is preparing students to solve the real world problems Project-based learning is a teaching method where students gain and apply skills by working on a long project where they complete an in-depth inquiry into a specific topic or question Like all teaching methods, it’s not standalone It can be added to the teaching you are already doing in your classroom PBL allows for more real-world application and in-depth understanding of the concepts your students need to understand II Researching purposes and objectives The study is carried out to: Improve 10th- form students’ speaking skill through learning Project Investigate how effective the methods of teaching speaking are, and how successful the students are in speaking English, and also to find out the role of the teachers in teaching speaking The participants in the sample group of this study were intermediate level undergraduate preparatory program students at the school of Bac Yen Thanh III SCOPE OF THE STUDY The subjects chosen for this study are students in 10 th- form at Bac Yen Thanh high school My school is in the countryside, almost families are farmers Therefore, students’ speaking English mainly depends on teachers and textbooks I myself take responsibility for the job and create several simply ways to improve students’ speaking skill through learning Project IV METHODS OF THE STUDY To achieve the objectives of the study, several methods are used, but I use mainly quantitative and qualitative methods The data serving the research analysis and discussions are collected by means of a survey questionnaire for students and observation V NEW FEATURES OF THE EXPERIENTIAL INITIATIVE Last school year, I asked students to choose one of the group members to be a presenter / speaker This didn’t make other students to engage in speaking skill Therefore, I have changed the requirement to the groups: all members have to participate in presenting / speaking in the Project Although some students are shy, most of them have tried their best to speak And speaking skill has improved considerably B CONTENTS OF THE STUDY I THEORETICAL BACKGROUND English as a language has great reach and influence; it is taught all over the world English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is billion Learning English can also help students to meet new people They can practice their English with someone who is also learning English is the language of science, of aviation, computers, diplomacy, and tourism Speaking English increases students’ chances of getting a good job in a multinational company within their home country or of finding work abroad II PRACTICAL BACKGROUND The study was conducted at Bac Yen Thanh high school, a rural school of Yen Thanh district The school has 41 classes, each class consists of from 40 to 42 students Most of the students come from the villages in the district where English learning and teaching not get much attention The only sources from which students can get knowledge are the textbooks and their teachers With three periods per week, this is unable for teachers to meet students’ demand At home, they are short of dictionaries, reference books, cassette tapes, speakers Additionally, their parents not know anything about English As a result, they find it difficult to speak English and they become lazy The total number of English teachers at Bac Yen Thanh high school is 10, all of whom age from 33 to 43 They were trained from training courses in English language teaching at different universities in Vietnam All of them are young teachers who are friendly, active, knowledgeable and full of inspiration for teaching The main English textbooks used in teaching English at this school are New English textbook 10 and English textbooks 11, 12, Education Publishing House (Basic stream) From my personal observation as a classroom teacher and a form teacher, students seem to be bored with doing the same activities They not have motivation to speak English The data analysis conducted by means of frequency, mean and percentage revealed that the students are unsuccessful in speaking English although they are highly eager for having this skill High anxiety level is an important factor in this failure The findings of oral interview demonstrated that the students only feel themselves not irritated while working with classmates or playing games The techniques and the methods used in teaching speaking in English assist learning this skill positively but it is confirmed that this is not enough The attitudes, manners and behaviour of the language teachers who teach speaking English to the language learners are appreciated by the students; however, this does not change the reality that they are unsuccessful in speaking English I have been teaching English for 20 years and during this time period I have observed that many of the students have difficulty in speaking English although they are always grammatically successful Therefore the question came to my mind Why? Why are the students successful in grammar but not in speaking? Then I wanted to have my experiential initiative on this topic: “DESIGNING ACTIVITIES IN TEACHING PROJECT BY APPLYING PRESENTATION AND VIDEO PRODUCTION IN NEW ENGLISH TEXTBOOK 10” III IMPLEMENTATION AND SOLUTIONS Techniques in teaching Project 1.1 Why teachers teach Project? Teachers are incorporating more and more projects into their curriculum, allowing for much greater levels of collaboration and responsibility for students at all levels Project- based learning is a popular trend, and even teachers who don’t necessarily follow that approach still see the benefit to using projects to advance their students’ learning Projects can be wonderful teaching tools They can allow for a more studentcentred environment, where teachers can guide students in their learning instead of using lectures to provide them with information Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question They demonstrate their knowledge and skills by developing a public product or presentation for a real audience As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project Project Based Learning unleashes a contagious, creative energy among students and teachers Despite general agreement about the benefits of using projects and project-based learning in general, it must be noted that all projects are not created equal! It is quite possible to create projects that remove creative ability and control from the students and places all the power of decision with the teacher 1.2 Activities to promote Project Have students work in small groups or pairs whenever possible Choose skills to be worked on instead of specific topics Give students guidelines that allows for individuality Encourage students to take on different roles while collaborating Allow students creative choice when it comes to the final result Change the way that projects are presented/displayed Grade projects based on the targeted concepts and skills 1.3 Project Implementation Procedure The structure and implementation of a project will be dependent on a number of variables such as time, resources, student level of language proficiency, class size, age, and so on A popular methodological model is the ten-step procedure for implementing project-based learning proposed by Stoller (2002) This model guides teachers and students in implementing successful projects that facilitate content learning and provide opportunities for explicit language instruction at critical moments in the project The steps can be briefly described as follows Step 1: Agree on a topic for the project, discussing and activating background knowledge, dividing groups Step 2: Determine the final outcome of the project, basing on the goal set Step 3: Structure the project body, deciding on what information students need, and how to find them, and agreeing on assessment criteria Step 4: Prepare students for the language demands of information gathering Step 5: Gather information with teacher support regarding sources Step 6: Prepare students for compiling and analyzing the information Step 7: Analyze and synthesize the information and decide on reports Step 8: Prepare students for the presentation of their project products Step 9: Present the final product in front of the class Step 10: Evaluate the projects The literature reviewed below shows that teachers of different subjects in reality have encountered significant challenges associated with implementing PBL in various contexts Applying presentation and video production in teaching Projects 2.1 What is a presentation ? A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered Presentation helps students: Communicate complex information in simple and interesting ways to keep the listeners engaged Communicate thoughts and feelings effectively Develop selfconfidence Gain real-world skills, such as the ability to present accomplishments and skills during a job interview 2.2 What is video production? Video production is the process of producing video content It is the equivalent of filmmaking, but with images recorded digitally instead of on film stock There are three stages of video production: pre-production, production, and postproduction Pre-production involves all of the planning aspects of the video production process before filming begins This includes scriptwriting, scheduling, logistics, and other administrative duties Production is the phase of video production which captures the video content (moving images /videography) and involves filming the subject(s) of the video Post-production is the action of selectively combining those video clips through video editing into a finished product that tells a story or communicates a message in either a live event setting (live production), or after an event has occurred (post-production) Video production can be used at sporting, school, stage, wedding, church, and similar events to provide recordings of the events (Video production at Curlie) Benefits of video production in teaching at school Videos are easier to be accepted by students Immerse students in the production Stimulate activities Video brings more information Engage learners Integrate the outside world into classroom More than words can tell Videos are more flexible Easier to understand Video creates an experience Designing activities by applying presentation and video production in teaching Project New English Textbook 10 3.1 Applying presentation in teaching Projects - New English Textbook 10 is used in all classes at my school this school year and it is the first time I have taught the textbook Although some lessons are long, they are very interesting and easy for me and other teachers to teach Project is one of the most useful and attractive lessons for students after they have gained knowledge from the previous periods Therefore, teachers should design the lesson effectively to engage students in class For this purpose, from Project of unit 1, I have guided students to Project individually or in groups at home and they will show their presentation in class SAMPLE PLAN FOR PROJECTS ITEMS DETAILS Group name - Name your group Name of Activity - Name the activity you want to experience Aim of the activity - Why you want to your activity? How to practice - Work in groups, pairs or individuals Number of students - How many students are there in your group? Place - Where will you get infomation? Time limited - Time required to your activity Tools/ materials - What should you bring along to your activity? Steps to Tools to save your work - What you gain after doing your activity? - List the tasks you will step by step (You can use: first, then, next, after that, finally ) - Camera, smartphone,… Tools to report - How can you report in front of the class? in class - What will you use to report? (projectors/ posters/ music…) How to report - Introduce your group, members, from class, school - Say how you feel today - Introduce the plan - Say why you choose the plan - Play the slideshow/videos/show the photos on the board and describe the activities and tasks - Tell others what your messages are or what you would like to say from your activity CONTENTS Items Topics Projects UNIT Your body and you UNIT Music UNIT For a better community Volunteer work UNIT Inventions New technology UNIT Gender equality Gender equality issues in your family/school/country UNIT New ways to learn Should students use personal electronic devices in class? Organs of body staying healthy Notes and Vietnamese Folk songs in regions of Vietnam PEROD 1: PREPARATION OF TEACHER AND STUDENTS A Objectives: - By the end of the lesson, students will be able to review the vocabulary and grammar structures about … - Help students …… B Language: - Grammar: …… - Vocabulary: (Vocabulary focus on the topic) C Preparation - Teaching aids: (Textbook, projectors, poster, photos….) - Work arrangement: (T-WC, group work…) D Procedure: I Warm-up: (3 minutes) …… 3.2 Applying video production in teaching Project of Unit – Family life and Unit – Cultural Diversity CONTENTS Items Topics Projects UNIT Family life Sharing the household chores and your duties UNIT Cultural Diversity Notes Vietnamese popular food Vietnamese popular drink Vietnamese popular sports “Applying video production in teaching Project of unit 1and Unit – New English Textbook 10” is a new technique that I have applied since last year to stimulate students’ speaking skill So as to teach Project of unit 1, I require students to prepare the lesson in groups at home To help them well, I explain the requirement: Your class is going to hold a discussion on the topic Sharing the household chores in the family To prepare for your group’s presentation, discuss the following questions: Do people in your country much housework? In your home, who does (most of) the housework? Do you much (or, any) housework? What housework you like to do? Is there any housework you dislike doing? What housework did you when you were a child? Do you think children should (learn to) housework? (Why?/Why not?) Do you think it's important for children to housework? Do you think it's important for young people to help the family housework? Do people in your country have much time to housework? How much time people in your country spend doing housework? Do you feel people in your country have enough time to housework? Do you think people like doing their own housework? After that, all members in the groups conduct video production with images or live videos recording their speaking / presentation by using camera of mobile phones Students have to make sure the videos concluding criteria: Fluency and coherence Lexical resource Grammartical range and accuracy Pronunciation Illustration When students have fulfilled their videos in one week, they send to my mail (see CD) If the videos are not good enough, the groups have to redo their videos and hand in before the deadline In the Project lesson of each class, the videos of four groups are shown on the projector Whereas the video of each group is shown, I ask students in other groups to give comments and the speakers of groups also assess themselves (self assessment) basing on provided criteria At the end of the lesson, I give my assessment and marks to the groups In teaching Project part of lesson in New English Textbook 10 of classes, I find the students are very excited, consolidated, confident and creative They have chances to become English speakers / presenters about electronic devices through videos Besides, students can find out how correct their pronunciations are and experience for them Here are my students’presentations RESULTS AFTER APPLYING TEACHING THE NEW TECHNICQUE IN After researching, researching and applying methods of preparation and implementation for the project lesson I realize the effect that this lesson brings very clearly Students have more opportunities to practice English speaking skills in class Their English communication skills have been significantly improved They are more courageous and confident, especially when they express their thoughts and experiences in the language they are learning In addition, the activities that have achieved the desired goals such as promoting creativity, life skills, communication skills, teamwork and team solidarity are very high Through it, they found that they were very interested in the project activities by the activities they demonstrated under the guidance and direction of the teachers The specific survey results are listed as follows: In the beginning school year 2020 - 2021, the number of students engaged in speaking skill was shown as follows: Class Number of students Very attentive % Attentive% Not attentive % 10A1 43 10=23% 25=58% 8=19% 10A2 42 5=12% 20=46,6% 17=41,4% 10D1 42 8=19% 25=59,5% 9=21,5% After applying the new technique in the middle of the second term of school year 2020-2021, the result is clearly shown much better: Class Number of students Very attentive % Attentive% Not attentive % 10A1 43 30=69,7% 12=27,9% 1=2.4% 10A2 42 20=47,6% 17=40,4% 5=12% 10D1 42 25=59,5% 14=33,4% 3=7,1% Through the above data, we can see that applying the correct teaching methods for the project lesson will not only help students improve their knowledge of English subjects, interest in learning but also help them develop life skills completely and efficiently C CONCLUSION I Conlusion With the goal of developing communication skilss, promoting students’ activeness, innitiative and creativity, teachers also have opportunities to cultivate valuable experiences in practising English vocabulary language and practicing listening, speaking, reading and writing skills In addition, students are trained life skills and develop behavioral skills, communication in life We recognize that this approach has many advantages in teacher training, especially in improving the teaching skills That is the training of presentation skills; problem resolving skills; team work skills; evaluation skills; using computer and modern teaching facilities skills etc Suitable for students who love English, have a talent for presentation and the ability to explore Enhance solidarity, team building spirit, and sublimation of ideas when topics match the adolescent physiology Besides, this technique is difficult to students who are too weak in English, their English learning ability is too passive There is too little time in program delivery Many students also rely on their friends The process of guiding students to present the project approaching a new approach is never easy, but each project in each lesson, each different class has built me a confidence in the progress of my students' English learning II Recommendations and suggestions: For the education sector: - Organize regularly annual training sessions, topics on New English Textbook to give English teachers the opportunity to learn and exchange experiences in teaching For schools: - Equip with teaching aids such as speakers, radio, projectors…… For English teachers: - Strengthen applying new teaching methods in teaching and taking part in other teachers’ lectures to to learn and exchange experiences - Carry out topics in English group on the teaching of ecological experiments, education of life skills It is possible that my experience is still very limited, I hope my experiential initiative will be received great comments so that I can promote good points and limit shortcomings next time I also would like to thank all the colleagues for their support and encouragement to my study ... understand Video creates an experience Designing activities by applying presentation and video production in teaching Project New English Textbook 10 3.1 Applying presentation in teaching Projects... TEACHING PROJECTS WHAT IS A PRESENTATION? WHAT IS VIDEO PRODUCTION? DESIGN ACTIVITIES IN APPLYING PRESENTATION AND VIDEO PRODUCTION IN TEACHING PROJECT IN NEW ENGLISH TEXTBOOK 10 APPLYING PRESENTATION. .. PRESENTATION IN TEACHING PROJECTS APPLYING VIDEO PRODUCTION IN TEACHING PROJECTS RESULTS AFTER APPLYING THE STUDY IN TEACHING CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS A INTRODUCTION