SKKN applying project – based learning in teaching lesson 2 speaking, unit 10 nature in danger , english 11 textbook, education publish house with a view to raising students’

THANH HOA EDUCATION AND TRAINING DEPARTMENT HOANG HOA HIGH SCHOOL SEMINAR ON METHODOLOGY APPLYING PROJECT - BASED LEARNING IN TEACHING LESSON - SPEAKING, UNIT 10 “NATURE IN DANGER”, ENGLISH 11 TEXTBOOK, EDUCATION PUBLISH HOUSE WITH A VIEW TO RAISING STUDENTS’ AWARENESS OF PROTECTING ENVIRONMENT Teacher: Lê Thị Tuyến Subject: English THANH HOA, 2021 TABLE OF CONTENTS Contents TABLE OF CONTENTS I INTRODUCTION………………………………………………… I.1 Reasons for choosing the topic……………………………… I.2 Objectives of the study……………………………………… I.3 Subjects of the study………………………………………… I.4 Methods of the study………………………………………… II CONTENTS OF THE STUDY………………………………… II.1 Theoretical basis……………………………………………… II.1.1 Environmental Education in integration with school subjects……………………………………………………………… II.1.2 Definitions of PBL II.1.3 Benefits of PBL ……………………………………… II.1.4 Characteristics of PBL……………………………… II.1.5 Teachers’ and students’ roles in BPL……………… II.1.6 Steps of PBL………………………………………… II.2 Situation before applying the study………………………… II.3 Solutions to problems: Applying PBL in teaching Lesson – Speaking, Unit 10, English 11 Textbook II.3.1 Step 1:………………………………………………… II.3.2 Step 2:………………………………………………… II.3.3 Step 3:………………………………………………… II.3.4 Step 4:………………………………………………… II.3.5 Step 5:………………………………………………… II.3.6 Step 6:………………………………………………… II.4 The effectiveness of the study on teaching and learning…… CONCLUSION AND SUGGESTION……………………………… BIBLIOGRAPHY…………………………………………………… Pages 2 2 4 4 5 6 7 9 11 12 14 15 19 20 22 I INTRODUCTION I.1 Reasons for choosing the topic Environment plays an important role in the healthy living and the existence of life on the planet earth The Earth is home for different living species and we are dependent on the environment for food, air, water, settlement and other needs However, since the second half of the 20th century, rapid development was witnessed across the world which resulted in the rapid degradation of environment surrounding us In the quest of development, man ignored the very environment which is vital for sustaining the life on the planet earth Therefore, it is high time that something be done to protect our environment There have been numerous measures taken to save our earth And environmental awareness has been significantly enhanced among students at many schools in Viet Nam Environment education has become an essential part of the curriculum as well as extracurricular programs in all public schools, from nursery to high school levels Besides, along with the globalization and the development of information technology, English is becoming more and more popular all over the world In Viet Nam, the process of integration into the world has gained considerable achievements Diplomatic, business and culture relations with a large number of countries and international organizations have been established Therefore, using foreign languages especially English has become a great demand In recent years, English has been taken as not only one of core subjects in the national curriculum but also a compulsory subject in the national examinations of the school education system Nevertheless, in the English classroom, teachers are mainly concerned with teaching what students have to face in the exams but nothing related to their real life As a consequence, after graduating from high schools, students are very good at grammar structures and vocabulary, yet unable to perform a simple communicative task in the real world In addition, there are numerous students who find learning English boring, difficult and stressful because of their teachers’ ineffective teaching methods or their own unsuitable learning ways Inspired by these reasons, I have bravely chosen, studied and applied “Project – Based Learning (PBL) to teach units in English Textbook 11, particularly in teaching Lesson - Speaking, Unit 10, English 11 Textbook, Education Publish House with the aim of raising students’ awareness of protecting environment” I.2 Objectives of the study The study is written with the following aims: - To emphasis the importance of Project-Based Learning - To provide general principles for carrying out a PBL lesson - To suggest some techniques used to integrate environment education in teaching English - To provide steps in teaching Lesson – Speaking, Unit 10, English Textbook 11 by using PBL I.3 Subjects of the study The subjects chosen for my study and application are 11th grade students in class 11A2, 11A6 at Hoang Hoa High School, Thanh Hoa Province I.4 Methods of the study With the aim to improve students’ English and raise students’ awareness of protecting environment by using PBL, in this study, I have used the following methods: - Studying and analyzing documents and data collected from books and the Internet related to PBL and environmental education - Consulting with my colleagues and students at my school and other ones - Consolidating experiences which I have had during teaching my students - Observing PBL classrooms - Conducting some surveys - Studying students’ products II CONTENTS OF THE STUDY II.1 Theoretical basis II.1.1 Environmental Education in integration with school subjects It is possible to include Environmental Education (EE) as an independent subject in the school curriculum as well as to integrate into formal education system With reference to EE, when it is integrated into school curriculum, it becomes the “thread” that runs through the whole curriculum This is a popular way of integration in curriculum, where a theme or topic is addressed through the lenses of different subjects (Drake, 2004) In this sense, EE draws its content from the subject specific content of each subject In doing this, EE therefore does not replace a particular subject, but it is treated holistically through all the areas of understanding and experiences (Tilbury, 1995) English is available as one of the most relevant subjects to apply the environmental knowledge through this approach because there is mutual dependency relationship between the content itself and the environment Through integrating EE into English will help learners in developing understanding, skills, attitudes and values, which will enable them to take an active and responsible role in conservation of the environment EE is not a one-dimensional procedure as the case of traditional education in which the educational asset is offered only by means of the “frontal” teaching On the contrary, it possesses a three-dimensional character which is divided into three forms: - Environmental education about the environment - Environmental education in or from the environment - Environmental education for the environment The first form EE attempts to transfer knowledge through teaching subjects which refer to the environment The second form off EE appears through activities realized in the environment where students can experience it, its values and its problems directly and personally by assuming activities within it Last but not least, the third form is about our moral attitude towards the environment and it deals with shaping ecological values, attitudes and behaviors In order to make full use of these three forms in teaching English, it is advisory to apply Project-based learning (PBL) II.1.2 Definitions of PBL Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem It is a style of active learning and inquiry-based learning PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios Thomas Markham (2011) describes project-based learning (PBL) thus: “PBL integrates knowing and doing Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter PBL students take advantage of digital tools to produce high quality, collaborative products PBL refocuses education on the student, not the curriculum - a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency These cannot be taught out of a textbook, but must be activated through experience James G Greeno (2006) has associated project-based learning with the “situated learning” perspective and with the constructivist theories of Jean Piaget Blumenfeld et al elaborate on the processes of PBL: “Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts” Project – based learning is an instructional approach designed to give the students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world PBL is more than just projects, with a PBL students “investigate and respond to an authentic, engaging and complex problem or challenge” In conclusion, the basis of PBL lies in the authenticity or real-life application of the research Students working as a team are given a “driving question” to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technologybased presentations II.1.3 Benefits of PBL Traditional learning never ventures beyond the realism of the purely academic PBL connect students to the real world PBL prepares students to accept and meet challenges in the real world, mirroring what professionals everyday Instead of short-term memorization strategies, PBL provides an opportunity for students to engage deeply with the target content, bringing about a focus on long-term retention PBL improves students’ attitudes toward education, thanks to its ability to keep students engaged The PBL structure lends itself to building intrinsic motivation because it centers students learning around an essential central question or problem and a meaningful outcome Because of its focus on 21st century skills, the PBL model also enhances students’ technology abilities PBL helps students develop teamwork and problem-solving skills, along with the ability to communicate effectively with others II.1.4 Characteristics of PBL Although definitions and project parameters may vary from school to school and PBL is sometimes used interchangeably with “experiential learning” or “discovery learning”, the characteristics of PBL are clear and constant In essence, The PBL lesson consists of these seven characteristics - Focusing the students on a big open-ended question, challenge or problem to research and respond to and solve - Bringing what students should academically know, understand and be able to into the equation - Being inquiry-based - Using 21st – century skills such as critical thinking, communicating, collaborating and creativity, the use of technology - Building students’ choice into the process - Providing opportunities for feedback and revision of the plan and the project - Requiring students to present their problems, research process methods and results II.1.5 Teachers’ and students’ roles in PBL In a PBL lesson, students are explorers, critical thinkers, project designers and problem solvers who are intrinsically motivated to learn more, rather than recipients of knowledge fed to them When using the project-based learning strategy, the teacher's role is to serve as facilitator and coach, guiding students to use a variety of resources, employ a strategy that is fun and motivating, and uncover content with depth and breadth II.1.6 Steps of PBL The process of project development is an on-going process undertaken by the students with support from teachers There are four steps of PBL as summarized by Foster and Master, 1996; Markham et al, 2003; Moss and Van Duzer, 1998; Ribe and Vidal, 1993; Stanley, 2000 Each PBL generally consists of four main following steps - Step 1: Starting the project This stage involves selecting the topic that is of interest, being related to the curriculum and relevance to the students The teacher can create guiding questions so that students have an idea of what to and are encouraged to study or develop Students then establish the project outline and plan the method of development, the final outcomes and assign individuals’ responsibilities The project should be challenging and motivating so that students can develop and have flexibility to work at their own level, while team member within the group offer advice and assistance This is an important feature because it contributes to a successful outcome - Step 2: Developing the project This stage involves the research undertaken by all group members either individually, in pairs, or in groups The method of working should be decided and agreed upon before the project starts During this stage, students search for the answers to the driving/guiding questions, note down the results they achieve, any problems they encounter and suggest solutions This is an efficient process that can be used to improve the project as it progresses - Step 3: Reporting the project This stage involves presenting to the class and receiving feedback from other students on the progress of improvements to the project The steps occurring throughout the project are assessed to make sure that students comprehend the problems and apply skills and concepts necessary to complete the project - Step 4: Evaluating the project The final product can be evaluated by an individual student, students as a group, a teacher or external audience This stage allows students to apply and present what they have learned Students are given an opportunity to express their feelings after taking part in the project II.2 Situation before applying the study Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems Many teachers have been integrating environment education into the content of the subjects they’re teaching such as Biography, Geography, History, Civic Education Environmental education has been combined in teaching English, but it hasn’t been effectively integrated for many reasons Unit 10 focuses on the topic “nature in danger”, but it has been taught in a traditional way up to now English is a compulsory subject at school and in the GCSE exam but many students feel stressful to learn English They have lots of difficulties in learning English They find learning English very boring They usually consider learning English as learning isolated skills and find nothing in learning English related to the real world They also have trouble in using English outside classroom because during learning process, they only pay attention to what they have to face in the exam Even they can’t find out any suitable methods to follow when they want to concentrate on learning English Therefore, they often ignore learning English or they are in bad mood learning English Moreover, the present English textbooks for high school students are themebased designs Each unit is relevant to a certain topic and focuses on isolated skills They were written over 10 years ago, so it doesn’t meet the demand of the real life In addition, many teachers of English at high schools don’t spend enough time on the 21st century skills They focus on grammar and vocabulary only or they use ineffective methods when teaching English They get students to learn English passively The completing tasks which they are giving to their students not help students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, and communicate ideas Students don’t have a chance to build important skills such as critical thinking, problem solving, collaboration, communication and presentation Students aren’t connected to communities and the real world with teachers’ old teaching methods Even some teachers dominate English classrooms, forget students’ centered roles PBL bearing many good points can bring teachers and students a new change in teaching and learning Therefore, I forcedly used PBL in teaching many units of which Lesson - Speaking, Unit 10, English 11 Textbook, Education Publish House brought my students as well as my teaching much joyful experience and core value II.3 Solutions to problems: Applying PBL in teaching Lesson 2- Speaking, Unit 10 – Nature in danger, English 11 Textbook, Education Publish House Before carrying out the project, I made a clear lesson plan in which I showed what my students might gain after the lesson, modified the teacher’s activities, students’ activities and predicted which problems my students might have during the project LESSON PLAN The 62nd period: UNIT 10 – NATURE IN DANGER Lesson 2: Speaking A Overview: I Objectives: Knowledge: By the end of the lesson, students will be able to: - Topic: Get more information about environment problems and solutions to protect environment - Vocabulary: Know and use words related to environment - Grammar: Use the present simple, past simple and present perfect fluently Skills: By the end of the lesson, students will be able to develop the following skills: - Searching for information related to the topic - Arranging information - Drawing pictures - Discussing - Using technology - Working in groups - Collaborating - Communicating in public - Presenting the results - Assessing and self – assessing - Time management skill Attitudes: - Love the nature, surrounding environment, the country - Know what to to protect environment - Live in harmony with the nature - Appreciate the role of the nature in life II Methods: - Integrated methods and mainly PBL III Individuals’ responsibilities IV Aids: - Posters, pictures, power points V Schedule: - A week to carrying out the project - 45 minutes for presenting project and evaluation VI Lesson outcome: B Procedures: I Problem analysis - Answer driving questions II Problem solving - Investigate, collect information, drawing… III Project report - Oral presentation, posters IV Evaluation However, the process of PBL can be varied, depending on the real situation in terms of students’ ability and the feature of each class From my experience in teaching and learning English, I successfully studied and applied PBL in teaching Lesson 2-Speaking, Unit 10, English 11 Textbook, Education Publish House in the following steps Unit 10: Nature in danger Lesson 2: Speaking (English 11 Textbook, Education Publish House) Project: Work in groups of 10 - Find out possible information about environmental problems, then choose one of the most serious problems - Find out photos or draw pictures to present the situation, the causes, the effects and the solutions - Write the slogan and the core value of your project Prepare and give your presentation to your class Time: A week II.3.1 Step 1: Discovering real situation related to the content of the lesson In this stage, as a classroom teacher, I could powerfully activate students’ need to know the content be launching the lesson in a way that interests and initiates questioning This could take the form of a discussion Also, in this stage, I gave out many driving questions to my students Good driving questions capture the heart of the project in clear, compelling language, giving students a sense of purpose and challenge The question should be provocative, open-ended, complex and link to the core value of what the teacher wants students to learn It could be abstract, concrete or focuses on solving problems Below are driving questions which I gave to my students: What is the name of the problem you are going to introduce? How serious is it? What are the causes? What are the effects? What are the solutions? I also give my students some suggestions on environmental problems such as deforestation, using chemicals II.3.2 Step 2: Negotiating the criteria for evaluation In this stage, I and my students discussed and decided that the project should be assessed by fulfilling the questions in rubrics including self assessment rubric, assessment rubric and teacher assessment rubric With the clear criteria, students realized that they might have to be modified in the future After negotiating with my students, I gave my students the following marking scheme SAMPLE – FOR STUDENTS 10 MARKING SCHEME PAPER Group: ……………… Members: 10 11 12 Self-assessment Pictures (band 20) Information Time (band 20) (band 20) Fluency (band 20) Interaction (band 20) Total Assessment Group Pictures (band 20) Information (band 20) Time (band 20) Fluency (band 20) Interaction (band 20) Total SAMPLE – FOR TEACHERS MARKING SCHEME PAPER Assessment Group Pictures (band 20) Information (band 20) Time (band 20) Fluency (band 20) Interaction (band 20) Total SAMPLE 3: 11 TOTAL MARKS Group Goup 1’s marks Group 2’s marks Group 3’s marks Group 4’s marks Teacher’s marks Total (Avarage) III.3.3 Step 3: Deploying projects - Dividing groups: I divided my class into groups of 10 and appointed the group leader ( Students work in groups of 10) ( Students work in groups of 10) 12 The group’s leaders assigned the task for each member The leaders should assign the tasks depending on each member’s ability Each member should 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 being overwhelmed 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 Basing on the topic of Unit 10, Nature in danger, my students chose posters to be their final products II.3.4 Step 4: Conducting the project A project should give students opportunities to build and develop the 21 st – century skills such as collaboration, communication, critical thinking, and the use of technology which serve them well both in the workplace and in life This exposure to authentic skills meets the second criterion for meaningful work – an important purpose A teacher in a PBL environment explicitly teaches and assesses these skills and provides students with opportunities to assess themselves During the process of conducting the project, students gathered information and pictures from many resources such as websites, newspaper or their real lives; they can also draw pictures by themselves They then compiled information and decided on which pictures and information to paste on the poster Finally, they decided on how and where to put pictures and information During this stage, I served as a coach, moving from groups to groups in order to guide students’ work While moving around the class, I asked myself the following coaching questions: - Do the students have a clear understanding of the task? - Does each student have ownership of her role in the group? - Are the students attentive and working cooperatively? My role as a coach obtained a clarity of purpose throughout this process Prompted by the driving and coaching questions, students used their own intellects to solve problems while attaining a higher level of learning (Groups are conducting their posters) 13 ( Groups are conducting their posters) ( Groups are conducting their posters) ( Groups are conducting their posters) 14 II.3.5 Step 5: Presenting the project In this step, students became aware of the ways their presentations meet the criteria of assessment The teacher – coach using teacher’s assessment, observed how engaged students were in presenting their project Each group in my class showcased its poster to the class, introduced their places which they had chosen At that time, they also observed other groups’ products and prepared some questions to interact (Group – Class 11 A6) Slogan: Air pollution is not a joke Air pollution will make you choke (Group 2- Class 11A6) Slogan: Forets are green gold (Group 1- Class 11 A2) Slogan: Save the wildlife Save ourselves (Group – Class 11A2) Slogan: Save our forests 15 (Group 3- Class 11A6) Slogan: Save water Save our life (Group 4- Class 11A6) Slogan: Soil is life (Group – Class 11A2) Slogan: No pesticides, no fertilizers more healthy life (Group – Class 11A2) Slogan: No chemical pollutants II.3.6 Step 6: Reflecting on the process and evaluating the process In this simulation, students discussed what they enjoyed about working in their groups, what they liked about the materials, what they found to be frustrating They shared their reflections to work out what they had in common, and what was special to each group or to each individual personality Then, students completed 16 the marking scheme paper with the self assessment and assessment basing on the criteria I had given to them The teacher assessed students’ products basing on the criteria discussed before I used my assessment rubric, combining with students’ rubric and the self assessment of each group to make an evaluation of my students’ work (the table below), then I announced the best group, gave my students comments as well as compliments In spite of some difficulties during carrying out the project, all groups have tried their best to finish their tasks effectively and on time Each group has had their own product TOTAL MARKS Group Group 1’s marks Group 2’s marks Group 3’s marks Group 4’s marks Teacher’s marks Total (Average) The result of group – 11A2 The result of group – 11A2 17 The result of group – 11A2 The result of group – 11A2 The result of group – 11A6 The result of group – 11A6 The result of group – 11A6 The result of group – 11A6 18 In this part, I have asked each group to write a short report in which they summarized the advantages and obstacles they had met during the process of implementing the project as well as skills they had gained and their feelings 19 II.4 The effectiveness of the study on learning and teaching In order to assess the effectiveness of applying the PBL method to teaching Lesson 2-Speaking, Unit 10, English 11 Textbook, I have compared my teaching work in some classes of the school year 2019-2020 with the ones of the school year 2020-2021 Before using this method, most of my students could traditionally complete all the tasks in the textbook with the help of their teacher Nevertheless, they easily forget the vocabularies, the topic as well as the contents of the lesson They only focus on what they have to deal with in the exam; they gain the topic, study the content of the lesson, study vocabularies passively without any thoughts of environment and its role in life To a certain extent, after the lesson, students seemed to know only the floating part in “an iceberg”, not really understand the deeply sunk part in the lesson, in other words, it is the core value of the lesson It is a matter of fact that when applying PBL in teaching, particularly in teaching Lesson 2- Speaking, unit 10 – Nature in danger, my students enjoyed working together to create their groups’ outcomes, they seemed to be very eager for each lesson because they like dealing with new challenges In addition, students found schoolwork more meaningful because it was connected to the real world and it gave students opportunities to discover new things by themselves Moreover, after using this new technique in teaching, I and other teachers in my school have had deep understanding that teaching speaking is not a tedious and passive process but an interesting, practical and active one After using PBL in integration with environmental education, students feel more motivated to learn They find it easier and more exciting to remember new words They have deep understanding of the environment, they also change their attitudes towards the environment, they are aware of the importance of protecting the environment, which enables them to live in a more friendly way to the environment By the end of the lessons, the students become active learners They learn how to use the English language presenting some environmental issues in the community to the publicity They had to start from collecting the communicative English words related environment, learning the communicative English sentence structure, learning how to make accurately the communicative English passage, and presenting those passages to the publicity etc In addition, speaking is not difficult to them any more Not only is their social knowledge developed but their results in the exam are also much higher than those of the students in the class in which I don’t use these techniques Therefore, the study and the application of this new technique in teaching English lessons has an important part in improving the quality of general education in my school 20 III CONCLUSION AND SUGGESTION Conclusion To sum up, PBL is an important and useful method in teaching English in general, and in teaching speaking in particular It is a short way that connects our students to the real world It is also a main bridge that crosses over between English Textbook and factual situations The PBL method is a product connecting theory and practice in order to help students acquire knowledge, practice their skills and solve problems It is clear that in my class, with PBL, each lesson indeed is appealing to students because they are solving their real-problems in their life, they are given a lot of opportunities to develop many important skills which have great effects on their jobs, their lives at present and in the future The activities in this lesson help students visualize how events actually unfold by having students conduct research, discuss and write about the material, collect or design illustrations and reflect on their work Each teacher may have her/his own way of conducting PBL but the characteristics of using PBL are the same in any lessons and any topics The final purpose of every teacher is to improve students’ knowledge and skills in order to help them to be good listeners, speakers, critical thinkers, and purposed writers in any languages With PBL, I myself find it relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader for all activities in the classroom PBL is a dynamic and practical approach to teaching in which students explore real-world problems and challenges With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the studying The integration of Environment Education into teaching English is not as easy as many teachers thought Both teachers and students have difficulties in the process of the integration However, it is the most practical way to raise students’ awareness of protecting environment, which gives them a better future The processes I have mentioned above are not all but not least It has helped my students not only develop their real-life knowledge and skills but also I hope they will bring teachers and learners an effective way to master English Suggestion PBL requires you to coach more and instruct less, to embrace interdisciplinary learning instead of remaining locked in single-subject silos, and to be more comfortable with uncertainly and discovery during the learning process PBL is an open method so it’s advisable for teachers to accept any answers to problems from students and help students find out the best answer in an active and creative way The study is not perfect and mistakes are unavoidable because of limited time and my inexperience It needs lots of comments and ideas in order to be a better one Therefore, comments and remarks are welcome so that the subject matter will be discussed more thoroughly 21 School Leaders’ confirmation Hoang Hoa, May 18th 2021 Hereby, I certify that the study is the result of my own research Lê Thị Tuyến 22 BIBLIOGRAPHY Kolb, D.A.(1984) Experiential Learning: Experience as the source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall Thinking Through Project-Based Learning: Guiding Deeper Inquiry by Jane I Krauss (Author), Suzanne K Boss Project-Based Learning: Differentiating Instruction for the 21st Century by William N Bender Brumfit, C and Johnson, K (1987) The Communicative Approach to Language Teaching Oxford University Press Global Education Website Violet website Armstrong, T 1999 Multiple Intelligence in the Classroom: Teaching Methods for Developing Intelligences (Aree Sanhachawee, Translator) Bowman, Marylynne Cox (1974) Journal of Environmental Education Winter: Asseeing College Student Attitude Toward Environmental Issues Chungkao,K (1993) Educational Environment Bangkok: Aksorn Siam Publishing 10 Greenal, A (1981) An Introduction to Environmental Education: A Sourcebook for Secondary Education Boston: Houghton Miffin.co 23 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI C TRỞ LÊN Họ tên tác giả: LÊ THỊ TUYẾN Chức vụ đơn vị công tác: Giáo viên Tiếng Anh trường THPT Hoằng Hóa TT Tên đề tài SKKN Sử dụng số phương pháp để dạy phần “production” trình dạy kỹ đọc hiểu cho học sinh lớp 11 Một số kỹ thuật sửa lỗi trình dạy kỹ viết Tiếng Anh cho học sinh THPT Nâng cao hiệu giảng dạy tiết học Tiếng Anh cho học sinh lớp 11 thông qua việc đổi kiểm tra miệng Using some techniques to teach vocabulary effectively to grade 12th students at Le Viet Tao high school Applying project – based learning in teaching lesson 2- speaking, unit 16, English 10 textbook, education publish house Cấp Kết đánh giá đánh giá xếp loại xếp loại Sở GD C & ĐT Năm học đánh giá xếp loại 2008-2009 Sở GD & ĐT C 2009-2010 Sở GD & ĐT C 2012-2013 Sở GD & ĐT C 2016-2017 Sở GD & ĐT C 2019-2020 24 ... ? ?Project – Based Learning (PBL) to teach units in English Textbook 1 1, particularly in teaching Lesson - Speaking, Unit 1 0, English 11 Textbook, Education Publish House with the aim of raising. .. relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader for all activities in the classroom PBL is a dynamic and practical approach to teaching. .. techniques to teach vocabulary effectively to grade 12th students at Le Viet Tao high school Applying project – based learning in teaching lesson 2- speaking, unit 1 6, English 10 textbook, education publish