Applying video production and presentation in teaching projects of unit 9 preserving the environment new english textbook 10 and unit 2 relationships new english textbook 11

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA HIGH SCHOOL EXPERIENTIAL INITIATIVE APPLYING VIDEO PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT - NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS -NEW ENGLISH TEXTBOOK 11 Author: Nguyen Thi Phuong Position: Teacher Subject: English THANH HOA, YEAR OF 2021 TABLE OF CONTENTS ORDER 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.3.1 2.3.1.1 2.3.1.2 2.3.2 2.3.3 2.3.4 2.3.4.1 2.3.4.2 2.4 3.1 3.2 CONTENTS INTRODUCTION RATIONALE AIMS OF THE STUDY SCOPE OF THE STUDY METHODS OF THE STUDY NEW FEATURES OF THE EXPERIENTIAL INITIATIVE CONTENTS OF THE STUDY THEORETICAL BACKGROUND PRACTICAL BACKGROUND IMPLEMENTATION AND SOLUTIONS TECHNIQUES IN TEACHING PROJECT WHY DO TEACHERS TEACH PROJECT? ACTIVITIES TO PROMOTE PROJECT WHAT IS A PRESENTATION? WHAT IS VIDEO PRODUCTION? APPLYING VIDEO PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT-NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS-NEW ENGLISH TEXTBOOK 11 APPLYING PRESENTATION IN TEACHING PROJECT OF UNIT 1: FAMILY LIFE APPLYING VIDEO PRODUCTION IN TEACHING PROJECT OF UNIT 8: NEW WAYS TO LEARN RESULTS AFTER APPLYING THE STUDY IN TEACHING CONCLUSION AND SUGGESTIONS CONCLUSION SUGGESTIONS REFERENCES APPENDIX EXPERIENTIAL INITIATIVE LIST PAGE 2 3 3 4 5 6 8 14 18 19 19 19 1 INTRODUCTION 1.1 RATIONALE Nowadays it is not daring to say that the ability to speak at least one foreign language is a necessity “Language is arguably the defining characteristic of the human species and knowledge of language in general, as well as ability to use one’s first and, at least one other language, should be one of the defining characteristics of the educated individual” (Nunan, 1999) The world has become smaller It is said it has turned into the size of the so-called “global village” We are living in the time of immense technological inventions where communication among people has expanded way beyond their local speech communities (Ellis, 1997) Today receiving education, language education not excepting, is not an issue connected exclusively with schools; the time requires everyone to learn throughout their lifetimes Therefore learning a second language has become a means of keeping up with the pace of the rapidly changing world Todays a foreign/second language forms a permanent part of all types of curriculum, from primary schools to universities, not mentioning an employment where a person, in most cases, can hardly survive without this ability The demands of the contemporary society together with the position of English as an international language (McKay) may present a reason for learning this language in particular Objectively, the increasing demand for learning a foreign language, especially English in Vietnam is an evident tendency in the global integration along with Vietnam’s policy of innovation and industrialization and modernization cause Most of the learners of English agree that the ability to express themselves freely in communication is of great importance for their future career, especially in modern societies where contacting with foreigners often occurs However, there still exist many difficulties in learning and teaching English in Vietnam in general and at Hoang Hoa high school in particular Many Vietnamese learners can write and read English quite well but they can not speak it correctly and fluently in real-life communication Surely, there are many reasons for this reality After teaching English in Hoang Hoa high school for 16 years, I have recognized some big obstacles which prevent English teachers and learners in Vietnam from achieving their aims These obstacles are: large and heterogeneous classes, students’ low level of English language proficiency, students’ low motivation and some others Unfortunately, this is not only the situation in my school but also the case for many other schools in Thanh Hoa as well as schools in Vietnam This has given me the desire to conduct “APPLYING VIDEO PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT-NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS-NEW ENGLISH TEXTBOOK 11” 1.2 AIMS OF THE STUDY The study is carried out to: - improve 10th and 11th- form students’ speaking skill through learning Project - suggest some ways to stimulate students and help them find it useful when speaking English - to 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 Hoang Hoa at Hoang Hoa district, Thanh Hoa province 1.3 SCOPE OF THE STUDY The subjects chosen for this study are 39 students in 10th- form and 125 students in 11th- form at Hoang Hoa 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 1.4 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 1.5 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 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 CONTENTS OF THE STUDY 2.1 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 2.2 PRACTICAL BACKGROUND The study was conducted at Hoang Hoa high school, a rural school of Thanh Hoa province The school has 35 classes, each class consists of from 38 to 46 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 Hoang Hoa high school is 9, all of whom are female aged from 35 to 45 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 English textbooks 10, 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 19 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 come to my mind Why? Why are the students successful in grammar but not in speaking? Then I want to have my experiential initiative on this topic: “APPLYING VIDEO PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT-NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS-NEW ENGLISH TEXTBOOK 11” 2.3 IMPLEMENTATION AND SOLUTIONS 2.3.1 Techniques in teaching Project 2.3.1.1 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 necessary follow that approach still see the benefit to using projects to advance their students’ learning Projects can be wonderful teaching tools They can follow 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 2.3.1.2 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 2.3.2 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 self-confidence  Gain real-world skills, such as the ability to present accomplishments and skills during a job interview 2.3.3 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 2.3.4 Applying video production and presentation in teaching Projects of Unit 9: Preserving the environment–New English Textbook 10 and Unit 2: Relationships–New English Textbook 11 2.3.4.1 Applying video production in teaching Project of Unit 9: Preserving the environment-New English Textbook 10 “Applying video production in teaching Project of unit : Preserving the environment – New English Textbook 10” is a technique that I have applied for three years to stimulate students’ speaking skill So as to teach Project of unit 9, I require students to prepare the lesson in groups at home To help them well, I explain the requirement: Imagine the area in which your school is located has suffered from environmental pollution Work in groups + Discuss one type of pollution and its causes and effects on the natural environment and the health of local people + Find some pictures / photos to illustrate the pollution problem + Write some practical advice on how to reduce this type of pollution Prepare and give a presentation to your class Before students make their video, I ask them to plan the project and help with difficulty After that, all members in 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 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( See appendix 1) At the end of the lesson, I give my assessment and marks to the groups( See appendix 2) In teaching Project lesson ( Unit 9: Preserving the environment – New English Textbook 10) of class 10ª5, I find the students are very excited, consolidated, confident and creative They have chances to become English speakers / presenters about environmental pollution through videos (see CD) Besides,students can find out how correct their pronunciations are and experience for them Here are my students’presentations REFERENCES • Nunan, 1999 Practical English Language Teaching NY:McGraw-Hill •Ellis(1997) Language & Development – Teachers in a Changing World New York: Longman • Mc Kay, S L (2002) Teaching English as an International Language Oxford : Oxford University Press • Harmer, J 1984 The Practice of English Language Teaching London: Longman • Teaching Technicques: Project – Based Learning – By Dayna Laur • Practical Ideas For Better Project – Based Learning in your classroom – By Jenifer Rita Nichols • What is presentation? Page: Barriers To Effective communication • Best Explainer Video Production Companies at Squareship • Jump up^ Zettl, Herbert Video Basics Belmont: Wadsworth Publishing, 2009 • Video production at Curlie (based on DMOZ) • Benefits of video production in teaching at school ( By Liza Brown May, 22 2018 ) 20 APPENDIX Speaking skills rubric Excellent to very good 100 – 90 Very good 89 - 80 Good 79 -70 Fair 69 - 60 Unsatisfactory 59 or fewer Excellent to very good fluency Enough and exact lexical resource, grammartical range and accuracy Natural pronunciation Creative or practical illustration Very good fluency Enough and fairly exact lexical resource, grammartical range and accuracy Fairly natural pronunciation Practical illustration Good fluency Fairly enough lexical resource, grammartical range and accuracy Fairly natural pronunciation Fairly practical illustration Fair fluency Fairly lexical resource, grammartical range and accuracy Fair pronunciation Little illustration Failure to speak and to make him / herself understood the content 21 Project of Unit 9: Preserving the environment–New English Textbook 10 Criteria Fluency and coherence Lexical resource Grammartical range and accuracy Pronunciation Illustration Mark Group very good Group very good Group good Group Very good enough,exact enough, fairly exact enough, fairly exact fairly enough enough fairly enough fairly enough fairly natural practical, creative natural practical fairly natural Practical, creative enough,exact Natural practical 8 Project of Unit 2: Relationships-New English Textbook 11 Criteria Fluency and coherence Lexical resource Grammartical range and accuracy Pronunciation Illustration Mark Group very good Group very good Group very good Group very good enough,exact enough, fairly exact enough, fairly exact enough, exact enough, exact f enough fairly natural practical natural creative, practical natural creative, practical enough,exact Natural creative, practical exact, enough, 22 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM SỞ GIÁO DỤC VÀ ĐÀO TẠO XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Phượng Chức vụ đơn vị công tác: Giáo viên trường THPT Hoằng Hóa TT Tên đề tài SKKN Cấp đánh giá xếp loại Kết đánh giá xếp loại Năm học đánh giá xếp loại SGD&ĐT Loại C 2008-2009 SGD&ĐT Loại C 2011-2012 SGD&ĐT Loại C 2013-2014 SGD&ĐT Loại C 2017-2018 Một vài hình thức tổ chức dạy kỹ nói cho học sinh lớp 10 THPT Nâng cao ý thức học tiếng Anh qua kiểm tra trường THPT Vai trò giáo viên chủ nhiệm việc giáo dục đạo đức, nhân cách, lối sống cho học sinh THPT Applying video production in teaching speaking skill of unit 10: Endangered species – English 12 “Applying presentation and video production in teaching project of unit 1: Family life and unit 8: New way to learn – New English Textbook 10” SGD&ĐT Loại C 2018-2019 23 24 Group 1: Soil pollution - Class 10 25 26 Group 2: Water pollution – Class 10 27 28 Group 3: Air pollution – Class 10 29 30 Group 4: Noise pollution – Class 10 31 Group – Class 11 Group – Class 11 32 Group – Class 11 Group – Class 11 33 34 ... Projects of Unit 9: Preserving the environment? ? ?New English Textbook 10 and Unit 2: Relationships? ? ?New English Textbook 11 2. 3.4.1 Applying video production in teaching Project of Unit 9: Preserving the. .. PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT- NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS -NEW ENGLISH TEXTBOOK 11? ?? 2. 3 IMPLEMENTATION AND SOLUTIONS 2. 3.1... WHAT IS A PRESENTATION? WHAT IS VIDEO PRODUCTION? APPLYING VIDEO PRODUCTION AND PRESENTATION IN TEACHING PROJECTS OF UNIT 9: PRESERVING THE ENVIRONMENT- NEW ENGLISH TEXTBOOK 10 AND UNIT 2: RELATIONSHIPS- NEW