SKKN using project based teaching method to help students study culture in tieng anh 10 effectively

Using project-based teaching method to help students study culture in Tieng Anh 10 effectively TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 The rationale for the study 1.2 Objectives of the study 1.3 The scope of the study 1.4 Methods of the study 1.5 Significance of the study CHAPTER 2: THEORETICAL BACKGROUND 2.1 An overview of Dien Chau High school 2.2 Orientation of Vietnamsese education on teaching methods 2.3 Positive teaching methodology 2.4 Project based teaching method 2.5 Culture CHAPTER 3: METHODOLOGY 10 CHAPTER 4: CONCLUSION 19 Appendix 1: Rubric for oral presentation Appendix 2: Some videos of students’ projects Appendix 3: The video’s written transcripts Appendix 4: Quick survey questions References Using project-based teaching method to help students study culture in Tieng Anh 10 effectively CHAPTER 1: INTRODUCTION 1.1 The rationale for the study In the past English was often regarded as the property of “native-speakers of English” and of countries where it has the status of a mother tongue or first language for the majority of the population Nowadays, English is no longer viewed as the property of the English-speaking world but is an international commodity To meet the demand of integration, Vietnam has chosen English to teach and learn at schools and universities Teaching English is supposed not only to equip the students with the language skills but also to provide them with world cultural knowledge As we all know, “Language is a part of the culture, they can not be separated from each other.” Therefore, it is necessary to understand the cultural background knowledge In modern high schools, the teachers mainly cultivate ability in listening, speaking, reading and writing, and their ultimate aim is to train students to use English to communicate with each other In fact, the four aspects are inseparable from the cultural background knowledge Without language, culture would not be possible Language is influenced and shaped by culture; it reflects culture Some people say that “listening” is an important aspect of communicative competence However, listening ability, reading ability, the listener’s language skill, cultural background knowledge, thinking skill are closely related If the language capability of the listener is relatively strong, but he knows little cultural background knowledge, it is difficult to understand the meaning of the listening materials, he even makes a mistake in understanding Obviously, culture plays an important role in English teaching Speaking is not merely concerned with pronunciation and intonation Students can only improve their oral English and reach the aim of communication by means of enormous reading, mastering rich language material and acquaintance of Western culture Another principal reason for the inclusion of culture in the second language curriculum is cross-cultural understanding International understanding is seen as one of the basic goals of language education It is equally important to understand the differences among the various subcultures within which people of different races, religions, and political beliefs live together peacefully Peace and progress in a world of diverse elements no doubt depend upon understanding, tolerance, exchange and cooperation Foreign language study is one of the core educational components for achieving this widely recognized aim Whether or not the foreign language learning and teaching are successful counts on how much cultural and linguistic information the students can get Our view of the role of culture in language teaching and learning has changed considerably in recent years As can be seen, Tieng Anh 10, which follows the systematic, cyclical and theme-based curriculum approved by the Minister of Education and Training on 23rd November 2012, contains a variety of cultural features of Viet Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Nam and English-speaking countries through different lessons Moreover, Tieng Anh 10 is designed with a culture subsection in the lesson ‘Communication and Culture’, demonstrating that culture is highly appreciated in teaching and learning English At the same time, studying Vietnamese culture through English lessons can help to stimulate the love for students’ motherland, promote solidarity and amity with people in other countries Students are also hoped to be the transmitter of Vietnamese culture into the world However, learners’ aim of learning English today is usually to pass the tests and important exams In reality, students not have to take a test of culture so students scarcely pay due attention to the cultural features mentioned in the textbook It is not difficult to find that numerous young Vietnamese learners also ignore the longstanding traditions of their country and the world Besides, culture, appearing as only a small part in a lesson, provides students with short reading passages and mainly answering question tasks This causes a limitation in apprehending cultural aspects, and even some teachers choose to neglect culture or spend insufficient time to emphasize the culture section Students’ knowledge of the basic aspects of target culture tends to be inexplicit and incomprehensive if they have not been provided with systematic knowledge in schools Language teachers have to admit that many students are not gaining a basic familiarity with the English culture, even though language and culture go hand in hand in a classroom Today, learners are no longer passive in learning; they have become the center of the classroom activities Meanwhile, with students’ activeness in class, the teacher now works as a facilitator, an encourager, an organizer and guide Therefore, students should be given opportunities to discover cultural aspects by themselves, which encourages students to learn intensively Project-based approach is one of the effective ways to engage students in active learning That is the reason why I choose the topic “Using project- based teaching method to help students learn culture in Tieng Anh 10 effectively” It is hoped that doing projects can motivate students to expand and absorb the knowledge on culture actively and deeply 1.2 Objectives of the study With the presented rationale, the specific aim of the study, accordingly, is to motivate students to broaden students' background knowledge about the world and deepen their knowledge about the culture of Vietnam Besides, the researcher also desires to join hands with other teachers to create a better learning English atmosphere at schools 1.3 The scope of the study The concentration of this study is encouraging students to explore the culture of Vietnam and English – speaking countries through projects The research was applied to teach culture in the textbook Tieng Anh 10, approved by the Minister Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively of Education and Training on 23rd November 2012, in the school year 2020/2021 in Dien Chau High school, Dien Chau High School and Dien Chau High school 1.4 Methods of the study This research is a classroom action research with the intention of making contribution to the improvement of teaching and learning culture - inseparable with learning language, by giving students projects in some culture sections of certain units 1.5 Significance of the study The main goal of study is how to make students explore culture and perform in the classroom, by preparing activities where they will develop their positive learning It is believed that project - based teaching method is more appropriate for students than other types As a result, I will focus on the use and effectiveness of the project - based teaching method in teaching culture in Tieng Anh 10, and help facilitate the students’ oral presentation skill Oral presentation can be an enjoyable activity for them since it gives a break away from textbooks Therefore, it is hoped that participants in the study (the teachers and learners at Dien Chau High School) can benefit immediately from my experience Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively CHAPTER 2: THEORETICAL BACKGROUND 2.1 AN OVERVIEW OF DIEN CHAU HIGH SCHOOL 2.1.1 Teachers A larger proportion of English teachers have a passion for the teaching profession and are active as well as enthusiastics about the work Most of the teachers agree that in order to apply language skills fruitfully and effectively, cultural knowledge is essential Furthermore, changing teaching methods toward positive ways are being applied dramatically Teachers always make efforts to selfstudy, learn from others, explore, be creative so as to widen their knowledge and meet the demand of teaching in the new age Although teachers have tried to renew their teaching, it is evaluated not to bring as many effects as expected Some educationalists not pay much attention to teaching culture, learners, as a consequence, will not get enough motivation to explore cultural knowledge 2.1.2 Students In fact, most of the students in Dien Chau High school have desires to study English well However, their goal in learning English is having good points in the tests or passing their exams and they think that learning cultures seems not to be related to their tests or exams Also, students may not understand that there is a connection between languages and culture, and the relationship between language learning and culture is not sufficiently explored As a result, their knowledge on culture seems to be inexplicit Moreover, in culture lessons, learners just stop at doing simple tasks such as reading and answering questions, filling in the table again and again, which makes the lesson quite boring Learners need coorperation, sharing and something challenging enough Even with the globalisation that is affecting most corners of the planet, there is still culture that is specific to each country and area Without an appreciation of that, learning a language can be more difficult After graduating from High School students may go abroad for further studying or working It can be an amazing experience for those who are willing to settle down in a new place, but there is one potential problem they should know: culture shock Moreover, in the international integration, visitors arrive in VietNam everyday It is the students who will transmit their country’s culture to the world From above facts, the researcher finds that she should make a positively active and creative task to actuate students in studying culture as well as learning English It can not be denied that when students participate in a lesson, they need to understand how to achieve knowledge surrounding in reality which requires them to use diverse skills – such as researching, writing, interviewing, collaborating, or public speaking – to produce various work products Project – based learning can be seen as an outstanding example, and it is capable of meeting Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively the challenges of preparing students to solve the real world problems rather than essays- and exam-based traditional classroom learning With this kind of teaching method, students while learning will focus on developing personal perspective, which can enhance their confidence and ‘brainstorming’ 2.2 Orientation of Vietnamsese education on teaching methods The educational programs for high schools of our nation were issued with the decision number 16/2006/QĐ – BGDĐT on June 5th,, 2006 by the minister of education says that we must promote students positive, self-conscious and active creativity to be appropriate with the features of each subject, the characteristics of the object – students, conditions of every classroom; foster them the ways of sellearning, the ability of cooperation; train them the skills to apply theoretical knowledge in practice; impact on their emotion; bring them happiness, interests and responsibilities in learning Strong renewal and innovation in education is the modern tendency of the world in the twentieth century, in order to continuously improve the quality of human resources In Viet Nam, this quality is still in the low level, and not yet satisfied the requirements from the need for developing the country in the age of international integration To address this problem, the 9th Central Committee of the Communist Party of VietNam, at the 8th plenum, issued the resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Viet Nam One important solution in this resolution is that it firmly determines “continuously, strongly, profoundly innovate and synchronize the fundamental elements of the education following the direction of developing the virtue and ability of students” Nowadays, The Ministry of Education and Training (MoET) requires that all levels of education utilize positive teaching methods Positive teaching is a concept that has numerous labels such as student-centered learning, learner-centered pedagogy, and teacher-as-tutor but all mean that an instructor revolves lessons around the students and ensures that students take a participatory role in the learning process, known as active learning 2.3 POSITIVE TEACHING METHODOLOGY 2.3.1 Concept Positive teaching methodology is a short terminology, used to indicate methodologies that appreciates self-consciousness, positivity and independent awareness of students under the guides and directions from teachers In other words, in positive teaching methodology a teacher is just a facilitator creating the lesson as well as the structure for learning, but the students are inspired to voluntarily participate in practical activities, so that they discover by themselves new knowledge, new abilities Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively 2.3.2 Specific indications of positive teaching methodology The indications of positive teaching methodology include: First, teaching mainly through students’ activities During lessons students are the main subjects to explore knowledge, whereas teachers must find ways to suggest problems at a certain level that will affect learners’ thinking, encouraging them to explore and discuss the matter Second, focusing on self-studying methods Students are focused on how to practice and self-study, and find out the best learning methods by themselves to be able to grasp new knowledge New knowledge, certainly will be verified by teachers to make sure it is standard knowledge Hand-pointing, reading – copying ways, etc are eliminated Third, prioritizing learning in groups Teachers must know how to divide classes into teams, groups and help students work together to find the best learning method 2.3.3 Positive teaching methodology classification The positive teaching methodology classification is shown in the table below: Indication Positive teaching methodologies Strategy level Problem solving teaching, theoretical problem teaching, Acquiring knowledge level Practical approach, model approach, reasoning approach, Teaching organizing level By project, by group, by pair, by individual, Positivizing student activities Talk, seminar, discussion, mind map, puzzle, 2.4 PROJECT BASED TEACHING METHOD Nowadays together with the development of modern technology, creating an English-learning environment, in which learners are not only highly engaged but also makes lessons memorable and enjoyable, seem to be easier for teachers One of the methods is using project-based learning when teaching English 2.4.1: Definition Project- based teaching is a teaching model which focuses on teaching by engaging students in investigation This method is learner-centered Learners are given freedom to go about solving problems or sharing information in the way they see fit The teacher’s role is monitor and facilitator, setting up frameworks for communication, providing access to information and helping with language where Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively necessary, and giving students opportunities to produce a final product or presentation With project-based approach, the teacher monitors interaction but does not interrupt, dealing with language problems at another moment 2.4.2 The benefits of project - based teaching method The first good point in the project-based teaching method is to support the environment of learning for the students to be able to communicate and experience themselves with their own cognitive process The second benefit of this approach is “project -based learning provides opportunities for the natural integration of language skills” Stoller (2006, as cited in Tsiplakides (2009) The third gained in the project-based approach has created ‘motivation, engagement and enjoyment” (Lee, 2002 cited in Tsiplakides (2009) because all of the students engaged in the project find the realistic study and the interesting findings during they perform the project The next is to help the students improve their skills of solving problems and orderly thinking Finally, this approach develops the skill of presenting in front of many people and four skills Listening and Speaking are reinforced through the presentation 2.4.3 The weaknesses of project - based teaching method Three major disadvantages of project-based teaching method include: Unfamiliarity with group work; Length of project; and New role of teacher Unfamiliarity with group work means that project is divided into the role for each student to take part in However, this student may work a lot on his/her part but the others not The length of project is the period of time to perform the project which usually takes a long time to complete and makes it impossible for some of the students to feel more dynamic until the end of the project The new role of teacher in the project-based learning is considered a monitor, an instructor who works as a provider of knowledge during the lesson 2.4.4 Characteristics of project based teaching method: Project based teaching method involves the following characteristics: - Practical orientation: The theme of the project come from the situations of social practice, professional practice as well as real life The projects’ task should consist of issues appropriate for the level and ability of learners - Having practical social meaning: Projects contribute to linking learning in schools with real life and society In ideal cases, the implementation of projects would be able to cause positive social impacts - Complexity: The content of the project has the combination of knowledge in different fields or subjects in order to solve a complex problem - Action orientation: During the implementation of the project, not only is theoretical research carried out but the application of theory is also used into Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively practical activities and practices As a result, knowledge of theory as well as practice ation skills, practical experience of learners are checked, strengthened and expanded totally - Collaborative work: Projects are often carried out in groups, including collaborative work and work assignments among team members Project-based teaching requires and practices the readiness and skills of working collaboratively among participants, between students and teachers as well as with other social forces involved in the project, which is also called social learning - High self-reliance of learners: In project-based teaching, learners need to participate actively and self-consciously in the stage of the teaching process, which requires and encourages learners’ accountability and creativity Teachers mainly play the role of giving advice, guidance and help Nevertherless, there should be a balance between the level of self-reliance and the experience, ability of students as well as the difficult level of the task 2.5 CULTURE 2.5.1: Definition Culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities, and habits of the individuals in these groups 2.5.2 The importance of learning culture in Tieng Anh 10 Culture would be difficult to be transmitted from place to place and from generation to generation if there were no languages, the principal carrier of values and meanings of a culture Language would be impossible to be understood without constant reference to the cultural context, which has produced it It may, therefore, be argued that culture and language cannot be treated exclusively of each other in language teaching programmes In other words, it is necessary and more proper to teach both language and culture in an integrated way It is worthy of noting here that one of the practices of integrating the two is to use the target language as the medium of instruction in culture teaching The culture subsection in Tieng Anh 10 is aimed to provide students with cultural knowledge of the ASEAN countries and English-speaking countries around the world Through reading, students get information about cultural aspects corresponding to the topic of the unit and have a chance to compare features of Vietnamese culture with those of other countries This will boaden students’ background knowledge about the world and deepen their knowledge about the culture of VietNam It can be seen that students’ extensive background knowledge about culture considerably supports them in learning skills – speaking, writing, and listening Foreign language teaching should help students lay a solid foundation of Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively language, grasp good learning techniques, cultivate their cultural awareness so as to meet the needs of social development and economic construction Overall, English as the foremost medium of international communication at present, is called upon to mediate a whole range of cultural, cross-cultural concepts thus make English language teaching a potentially more and more significant role than ever before and English culture teaching is coming or will come to the foreground Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively UNIT 7: CULTURAL DIVERSITY Section: Culture The aim of “Communication and Culture” in unit is to talk about giftgiving customs in the UK and the ideas of success in the USA and in Viet Nam The contents of these two sections can be exchanged: In the communication part, I required students to discuss the ideas of success in The USA and VietNam, while gift-giving customs are converted into “culture” subsection A project assignment is given to students to encourage students to explore deeply about this cultural feature Lesson goals After completing the project, students will be able to: - learn about gift giving in the UK and explore gift-giving customs in some other countries - compare and contrast gift giving customs between VietNam and the countries - feel confident to report/ present their experiences in class Nguyễn Lê Minh – Diễn Châu School 15 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively - improve their four language skills especially speaking and listening skills - cooperate with other people when working in groups Carrying out the project - T divides the class into groups and gives Ss the topics which they have to complete before the arrival of the culture lesson Group 1: talk about gift – giving customs in VietNam Group 2: talk about gift – giving customs in the USA Group 3: talk about gift – giving customs in the UK Group 4: talk about gift – giving customs in one of the other Asean countries - Ss work in groups to discuss their detailed plan of their activity - The group leader gives the duty of each member - Teacher gives them some suggestions that they should write about For example, students have to answer the following questions: What gifts are common and what gifts shouldn’t be presented to the receiver? On what occasion people buy gifts? How should gifts be given ? Lesson procedures: Activity 1: Asking some questions - Ask students some questions to lead them into the content of this section (These questions are elicited from task in the textbook, page 23) Who you often buy presents for? On what occasions you buy presents? What’s the most expensive present you’re given? On what occasions you receive presents? What presents you normally get? Activity 2: Bingo: Giving gift in the UK - Ask Ss to read some information about gift – giving in the UK ( textbook, page 23) and the following task: Read some information about gift-giving in the UK and fill in each blank with a suitable word Nguyễn Lê Minh – Diễn Châu School 16 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Christmas Eve: put presents for their in Christmas _ in their when they’re _ 18th birthday is when people become Legally The gift for them is a _ Easter: from _ (month) to (month) Children are given _ Mother’s Day is on a The most common gifts for moms are and - give feedback to Ss’ answers Answers: parents – children – stockings – bedrooms - asleep adults – silver – key March – April – chocolate - eggs Sunday – chocolates - flowers Activity : Students present their projects - T asks students to present the topics which they were given several days before The students’ projects were shown by oral presentation in front of the class, and their transcripts are attached in Appendix - Some questions are raised before students present their results, so that the other students can focus on the information they need to listen: What you know about gift-giving customs in VietNam/the UK/ the USA/ ? What are the similarities and differences of gift-giving customs between VietNam and other countries? Activity 4: Give feedback on their performance - Call on some students at random to answer the questions - Elicit peer – correction first and then give feedback Activity 5: Assessment: Teacher can apply the following methods to assess the students’ understanding of the lesson: - Apart from answering the questions mentioned above, observation, eye contact are also effective ways - Paper test: students write a short paragraph about the similarities and the differences about gift-giving customs between Viet Nam and the other countries Nguyễn Lê Minh – Diễn Châu School 17 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively III THE ACHIEVED RESULTS AFTER THE RESEARCH The clear effect of my research is that it has created a positive learning attitude among students I mean that the final result can answer the two questions in my quick survey (you can see the survey questions in Appendix 4) “ Are you interested in learning culture?” and “ Your ignorance in learning culture is due to ” 100% students answer “yes” for the first question and “motivation” for question This information helps educators see clearly the core problems hindering them from learning culture Obviously, the traditional way is so familiar to them that they become bored with it and not pay due attention to the culture lesson When teaching students, I realized that the best way of studying was by self-studying It is understandable that once students by themselves to explore something, it will go more smoothly into their mind than being taught Besides, the feeling of having a deep cultural understanding helps stimulate students’ desire to explore more about it Having applied the project-based teaching method to teach culture in Tieng Anh 10, I can affirm that it really brings to my lectures much effectiveness Not only the projects add students’ interest but they also help my students improve speaking, listening and writing skills as well This is the reason why students study culture better when project-based approach is applied The result of these investigations is counted up with the following table: Grad e Before doing experiments Interest in learning culture (% students) Effective of group work (% students) Presenting ability (% students) After doing experiments Interest in learning culture (% students) Effective Presenting of group ability work (% (% students) students) 10A 35% 60% 50% 98 % 90% 89% 10D 34% 55% 45% 90% 91% 88% 10M 20% 30% 40% 75% 80% 86% Nguyễn Lê Minh – Diễn Châu School 18 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively CHAPTER 4: CONCLUSIONS 4.1 Conclusions The collaborative project-based approach ensures that the curriculum used in the classroom develops: higher order thinking skills, effective communication skills, knowledge of technology that students will need for 21st-century careers and the increased globalized environment However, project-based teaching method will show its effectiveness when teachers know when to use it and apply it in suitable lessons Together with the cultural features in the textbook, teachers can provide some outside familiar and interesting related topics to the world, so that students can widen their cultural knowledge background Also, they can express their ideas in front of the public The teachers should understand projectbased teaching method clearly to apply to suitable lessons in the classroom 4.2 Suggestions In order to improve the quality and efficiency of applying project-based teaching method in teaching culture subsection in Tieng Anh 10, at this initiative, I would like to propose some of the following recommendations: On the teacher’s side: There must always be a sense of cultivating knowledge and creativity in teaching Teachers should be responsible for encouraging students to discover the culture of the world and their country properly To this effectively, teachers have to regularly refer to documents, read books and seek from the Internet resources to enlarge their knowledge on culture so that they can develop their competence in teaching culture On the student’s side: students need to be bold and proactive in the lesson that project–based teaching techniques are applied Regularly practice English communication skills and information techniques which help them to make good presentations On the side of the school: Sometimes the school needs to organise English – speaking club with the topic about culture, so that students can be more aware of the importance of culture in learning English On the side of Nghe An Department of Education and Training: it is necessary to open more training and retraining classes on positive teaching methodology in order to help teachers revise teaching methods and have good opportunities to learn from many other colleagues Above are some of my ideas to get students’ attention and participation to learning culture I know that there are many deficiencies in my study I look forward to receiving the evaluation from all the readers to help complete my research Nguyễn Lê Minh – Diễn Châu School 19 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Organization Audience cannot understand presentation because there is no sequence of information Audience has difficulty following presentation because students jump around Student does not have grasp of information; student cannot answer the question about subject Student is uncomfortable with the information and is able to answer rudimentary questions Students occasionally use graphics that rarely support text and Some spelling errors Some grammar errors Text is both copied and is in authors’ own words Student occasionally uses eye contact, but still read most of the report Eye contact Mechanics Graphics 0.5 Subject knowledge Appendix1: ORAL PRESENTATION RUBRIC Student uses superfluous graphics or no graphics Many spelling and or grammar errors Text is copied Student read all of report with no eye contact Nguyễn Lê Minh – Diễn Châu School 1.5 total Students Students present present information in information in logical logical, sequence interesting which audience sequence can follow which audience can Student is at Student ease with demonstrates expected full answers to all knowledge(m questions, but ore than fail to elaborate required) by answering all class Student’s Student’s graphics relate graphics to text and explain and presentation reinforce screen text and Some spelling Few spelling errors Some errors Few grammar grammar errors Text is errors Text is in authors’ own in authors’ words own words Students maintain eye contact most of the time but frequently turns to notes Students maintain eye contact most of the time but seldom turns to notes 20 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Total point: Nguyễn Lê Minh – Diễn Châu School ./10 21 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Appendix 2: Some videos made by students Nguyễn Lê Minh – Diễn Châu School 22 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Appendix 3: The videos’ written transcripts Nguyễn Lê Minh – Diễn Châu School 23 Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively Appendix 4: Questionnaires QUICK SURVEY Please answer the following questions: Question 1: Would you like to study culture? Question 2: Do you think project-based teaching method is useful for you? Why or why not? Question 3: What is your main difficulty when project-based teaching method is applied? Question 4: Your ignorance in learning culture is due to A B C D E Teachers Learners Lack of motivation Lack of good approach to teach culture Lack of reading Question 5: Why we have to learn culture in learning English? Question 6: What you to preserve and advertise Vietnamese culture to the world? Nguyễn Lê Minh – Diễn Châu School Using project-based teaching method to help students study culture in Tieng Anh 10 effectively REFERENCE Decision number 16/2006/QĐ – BGDĐT on June 5th,, 2006 Resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Viet Nam Sách giáo viên Tiếng Anh 10 Brown, H D 2007 Principles of Language Learning and Teaching (5th Ed) New York: Pearson Education Nunan, D.(1991) Language Teaching Method Hemel Hempstead: Practice Hall Davis, C W 1996 “Integrating Language,Culture and Literature in Teacher Produced ELT Materials” In: James J E (ed), The Language – Culture Connection, Singapore: SEAMEO Regional Language Centre, hlm.189-205 Richards J.C & Rodgers T.S (2001) Approaches and Methods in Language Teaching Cambridge and New York: Cambridge University Press Oral Presentation Rubric Retrieved https://www.topteacher.com.au/resource/oral-presentation-rubric from Halliday, M.A.K (1970) “Toward the Theory Communicative Competence” in Hughes, E and Newberry P 2006 Project lead the way Clifton Park NY Retrieved February 10, 2007 from http:// projects coe.ugaedu/epltt/ index.php 10 Bonwell, Charles C, and James A Eison 1991 Active Learning: Creating Excitement in the Classroom Washington, D.C: The George Washington University 11 www google.com.vn Nguyễn Lê Minh – Diễn Châu School ... 20 Using project- based teaching method to help students study culture in Tieng Anh 10 effectively Total point: Nguyễn Lê Minh – Diễn Châu School . /10 21 Using project- based teaching method to help. .. project- based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project- based teaching method to help students study culture in Tieng Anh 10. .. 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project- based teaching method to help students study culture in Tieng Anh 10 effectively Nguyễn Lê Minh – Diễn Châu School Using project- based