Theoretical and practical background
What is competency?
Educators have given many different definitions of competency.
Competency refers to the ability to effectively address complex requirements within a specific context The emphasis on "effective" highlights the importance of performance, yet the definition lacks clarity regarding the underlying structure and focus of the competency.
Competency encompasses the totality of learned abilities and skills, along with a student's preparedness to address challenges and make responsible, critical decisions to find solutions This definition highlights the importance of individual factors that influence each person's capacity development.
Competency is “the ability to act, succeed and progress based on the effective mobilization and effective use of a combination of resources to face life situations.”
Based on the above research results, the New General Education Program
Competency is defined as an individual attribute shaped by inherent qualities and the learning process, enabling individuals to effectively combine knowledge, skills, and personal traits such as interest, belief, and will This combination allows them to successfully engage in specific activities and achieve desired results under particular conditions.
Developing competencies is the goal of the 2018 new general education program
The overall general education program has announced the goal of educating high school students to well practise 5 qualities and 10 competencies Among the
10 types of competencies, core and specialized competencies are distinguished.
Specialized competencies are formed and developed mainly through certain subjects and educational activities: competence of language, computation, technology, informatics, natural and social inquiry, aesthetic, physical competencies.
The general ability encompasses three essential competencies: autonomy and self-learning, communication and cooperation, and problem-solving and creativity These skills are cultivated and enhanced through various subjects and educational activities.
English in the formation and development of core competencies for students
English subject for high school is a subject in the field of Language and Literature Education in the New General Education Program 2018 (NGEP 2018).
English plays a crucial role in enhancing the development of essential competencies outlined in the overall curriculum Its benefits extend beyond traditional teaching content, emphasizing innovative methods and organizational strategies that foster student engagement, initiative, and creativity Through various activities, learners can effectively practice their listening, speaking, reading, and writing skills in English.
The English curriculum outlines general requirements for all subjects, aligning with the 2018 NGEP, which specifies particular expectations for each educational level This program is designed to cultivate essential core competencies for 21st-century citizens, including self-control, self-study, communication, cooperation, problem-solving, and creativity Examples of activities that foster these competencies are provided within the curriculum.
(i) Autonomy and self-study capacity
Developing effective study methods is crucial for students to enhance their English communication skills By practicing listening, speaking, reading, and writing, students can establish essential learning strategies, including setting clear learning goals and plans, engaging in language practice, utilizing both traditional and electronic learning materials, actively participating in interactive learning activities, and conducting self-assessments for continuous improvement.
Students select learning methods that align with their unique abilities, characteristics, and learning environments By utilizing suitable learning strategies, they engage actively and effectively in their studies, ultimately becoming independent learners equipped for future challenges.
(ii) Ability to communicate and cooperate
English is a subject that plays a key role in the formation and development of English communication ability for students Through English, students can:
Effective communication begins with clearly defining its purpose It's essential to choose appropriate content, language, and communication methods that align with the context and objectives of the discussion This approach enables individuals to engage in meaningful dialogue, debate, and assessment of various issues related to both their educational experiences and everyday life in English.
- Develop emotional capacity, thereby recognizing, understanding and empathizing with others’ thoughts, feelings, and attitudes.
- Live in harmony and resolve conflicts;
- Establish and develop appropriate relationships with others; increase the effectiveness of cooperation through activities such as pairs, groups and whole class.
(iii) Problem solving and creativity
The ability to solve problems in the English subject involves evaluating text content, clarifying complex ideas from various sources, and analyzing independent information to assess trends and reliability It also includes using evidence to recognize and evaluate phenomena while considering different perspectives when assessing problems and situations.
The English subject fosters active reading skills among students, enabling them to progress from basic to advanced training This development empowers students to generate innovative ideas and create new products applicable to both their learning and everyday life By encouraging out-of-the-box thinking, they can propose contextually relevant solutions.
The real state of developing core competencies for students in the process of
To find out the status of developing core competencies for students in the process of teaching English 12 at Tan Ky high school I clearly defined the followings:
* Trying to find out teachers’ attitude, understanding and experience about developing core competencies for students in the process of teaching English 12
Explore various teaching methods and organizational forms employed by English teachers to enhance the core abilities of 12th-grade students Understanding these strategies is essential for fostering effective learning environments that promote student engagement and academic success.
The current status of developing core competencies for 12th-grade students reveals a growing interest among both students and teachers Educators are actively engaging in training and workshops to enhance their teaching methods, while students are participating in various activities and projects that foster critical thinking, collaboration, and problem-solving skills This collaborative effort aims to equip students with essential competencies that are vital for their future academic and professional success.
* Teachers: 16 teachers from Tan Ky high school, Le Loi high school, Tan
* Students: Survey 168 students, 44 of them are in class 12C7 – the experimental class, the rest of 126 are from other 12 grades at high schools in Tan
* Questionnaire for teachers (see Appendix 1a)
* Questionnaire for students (see Appendix 2a)
Teacher survey data (see Table 1- Appendix 1b)
The student survey data (see Table 2- Appendix 2b)
Basing on the results of the questionnaire survey and many other sources of information on teaching in Tan Ky, I have some comments as follows:
In a recent survey, all English teachers demonstrated a clear understanding of the three core competencies outlined in the 2018 New General Education Program, with 87.5% of the 16 respondents expressing strong agreement and 12.5% showing agreement This consensus reflects the effectiveness of the teacher training program.
A significant number of teachers recognize the need to enhance their students' core competencies, with 31.25% strongly agreeing and 68.75% agreeing on the importance of creating engaging lessons for this purpose This positive outlook marks a promising start for the New English Program Among the teachers surveyed, 12 acknowledged their efforts in fostering core competencies, while four admitted they had not contributed in this area Additionally, 68.75% of teachers find it relatively easy to integrate core competencies into their English 12 teaching, although 31.25% face challenges All teachers agree that the previous English 12 textbook was inadequate for developing these competencies Furthermore, 37.5% strongly believe in employing diverse teaching methods and techniques to support student competency development, while 37.25% agree, and 25% of teachers express disagreement with this approach.
In a recent survey, only 10.8% (18 students) strongly agreed and 15.5% (26 students) clearly understood the three core competencies outlined in the 2018 general education program Alarmingly, nearly half of the respondents, 44%, disagreed, with 29.7% (50 students) expressing significant uncertainty Surprisingly, 9.5% (16 students) also indicated a lack of desire to develop their competencies, despite the overall positive outlook and ambition displayed by most students.
A survey revealed that 108 students (approximately 64%) believe they lack self-control and self-study abilities, while only 60 students (about 36%) feel confident in these skills Additionally, 10 students (6%) and 60 students (35.8%) reported having good cooperation and communication skills, yet a significant majority of 92 students disagreed, with 6 students expressing strong disagreement.
A survey on students' creative problem-solving abilities revealed that only four students strongly agreed, while 38 agreed, indicating a lack of confidence in this skill In contrast, a significant 94% of learners expressed a preference for learning English through projects and creative experiences, highlighting a positive engagement with hands-on learning methods.
Our students demonstrate a strong desire to explore and embrace challenges, with the majority seeking engaging lessons that enhance their core competencies; only 28 students expressed disagreement with this sentiment This indicates that some students at school have become demotivated in their learning due to various factors.
In general, both teachers and students have a positive attitude, wanting to develop core competencies for students The teachers are mentally ready for teaching to develop students' competencies.
Solutions to the problems
Some activities have been implemented
accept one-way information; not being biased when considering and evaluating problems; interest in convincing arguments and evidence; willing to consider, re-evaluate the problem.
II.3 Some activities have been implemented
As part of this initiative, we aim to present three illustrative activities that demonstrate the application of various teaching methods and forms, highlighting their impact on the development and enhancement of core competencies.
II.3.1 An creative activity for the beginning of 12 graders.
At the start of the school year, students typically enjoy an abundance of free time, which is essential after a lengthy summer break This period presents an opportunity for engaging and challenging learning activities, setting the tone for a productive and mature high school year ahead.
Selecting suitable activities for each class and school is essential, as it allows for tailored educational experiences For instance, we have identified a specific activity designed for the English class at our school, aligning with the unique characteristics of our students.
Name of the Activity: The Competition “Composing and analyzing poems”
The activity focuses on composing, reciting, and analyzing poems, launching the new school year with the theme of family from Unit 1: Home Life in English 12 Designed for medium-level English students, the class was divided into eight small groups of five Two top students were chosen as judges alongside the teacher Each group received five sample poems, posing a challenge for those unfamiliar with English poetry Students read the provided poems and created their own, submitting one poem to their group leader The groups then collaborated to select the best poem for presentation During preparation, tasks were assigned to ensure a thorough presentation, with content and artistry of the poem enhanced through slides and posters.
Specific activities are as follows:
- Stage 1: Building ideas, defining the purpose
* Building ideas: Students compose poems about family and choose the best ones to perform in front of the class.
Knowledge, skills, attitude of each subject will be achieved in the activity:
- This teaching aims to compose and analyzing poems and help students feel confident to speak English
- Help students develop their intellect, teamwork skills, leadership skills, presentation skills, etc.
- Competencies are shaped and developed: Three core competencies are promoted as the requierements in Table 1, 2, 3 (II.2)
The process of carrying out the activity
After lesson A – Unit 1: Home life, teacher introduces “Poem competition” with content about family.
- Teacher guides students to some skills to implement the activity:
Teacher delivers models of poems about family for students to refer.
- Teacher divides class in to 8 groups.
The teacher assigns each group the task of composing a poem, with every member contributing their own piece Afterward, the group convenes to select the best poem to present to the class.
- Teams select team leader and secretary; assign tasks to each team member.
Composing poems Handing in poems to the leaders of group.
Exchanging, commenting on poems ẵ day
- Members in each group discuss the composed poems.
- Teacher answers students' questions about the content of the activity.
- Members choose the best one to perform.
5 Unified criteria for checking and evaluating
5m - Teachers give criteria and students give their opinion then agree on criteria for testing and evaluating poetry:
- Performing Regulations: Each subgroup reports the product to the front of the class using a power point form or posters within 10 minutes.
- Teachers and judges scored each group.
- All group members have to represent in front of class what they undertake to perform the poems Each group follows the following procedure
The 1 st student: General introduction about members’ works
The 2rd student: Recite the poem The 3 rd student: The reasons for choosing the poem
The 4 th student and the 5 th student: Analyzing about content and art
In the performance, members use slides or posters to make the content and analysis clearer and more attractive.
-Teacher and judges appreciate the products.This is the process of an optional lesson The presentation will be conducted in two periods as in lesson plan design
- Teacher publishes product results for each group and each individual.
- Students comment on the results of the assessment.
Discussing, contributing to the activy
6’ - The teacher suggests that students discuss and contribute to the experience.
- Teacher draws experience from project for students on the implementation process, encourages students to develop their ability of composing poems.
Picture: Students are using posters and slides in the lessons
* Teaching plan for the “Poem Competition” lesson (impemented in the afternoon)
1 Aims: By the end of the lesson, students will be able to:
- Improve their skill of using Power point / posters to present their poems.
- Improve students’ skill of composing an English poem Then raise their awareness as well as their responsibility for the family.
2 Knowledge: a General knowledge: - Knowledge about home life and the endless love as well as parents’ donation for their children
- Knowledge about English poems b Language: - Grammar: Applying all kinds of grammatical structures.
- Vocabulary concerning with the topic “Home life"
- Deeply aware of parents’ endless love and the importance of the family.
- Some students may not feel self- confident when presenting.
Communicative Teaching Approach and Project based Learning.
IV Teaching aids: board, chalk, computer, camera or smartphones.
Stages and contents Teacher’s activities Students’ activities
Paul Anka - Papa - Lyrics - YouTube
8 groups take turn to present their part of the project:
Play the video on the you tube
Q1: Do you like the song? Why or why not?
Invite two assessors to sit on the first row and prepare to evaluate their project.
Ask the representatives of every group to present in turns.
Collect the handouts of evaluations from
- The monitor answers the teacher’ question.
2 judges chosen prepare note papers, pens and handouts of rubrics that the teacher gave.
Listen to the presentations and comment after each group finishes.Listen to the
Listen to the poems by Van Trang, one of a judge.
Compliment and encourage students. teacher.
Students give more contribution opinions for the project.
- Stage 3: Evaluating, collecting experience from project implementation.
The teacher gave general assessment to whole class
Many groups have learned to compose English poems, despite initially finding it challenging They effectively utilize the Internet to gather information and are proficient in using PowerPoint and MS Word to create impactful presentations that incorporate text, sound, images, and slide transitions The top-performing groups excel in these areas.
- Student groups have relatively good co-operation among team members;
- Many students have learned to apply the specific knowledge of the group members to their rhyme, fluently expressed in English.
- Some students are not confident in communication, resulting in embarrassing when presented in front of the class.
Three judges observed the groups’ performance and gave scores.
Students whose poems are chosen have a maximum of 4 points, others had a maximum of 3 points according to the quality of each poem.
2 Judges and teachers evaluated the quality of each personal presentation through product reports.
The rubric is in appendix 2.1
Students have a maximum of 3 points
The rubric is in appendix 2.2
Each group has a maximum of 3 points
The combined results of each individual include:
+ Product results of each group.
27 Tr nh Mai ị Ph ươ ng
36 Đ Th Ki u ỗ ị ề Th ươ ng 2 1 1 1 0.75 2.8 8.55 37
In this project, students engage in a comprehensive recruitment process, taking on the roles of both recruiters and job applicants They experience the entire cycle, starting from brand advertisements created by employers to the selection and application process for job positions Interviews are meticulously prepared and conducted in the classroom setting Only a limited number of candidates will be successful, with those eliminated receiving lower scores To succeed, candidates must actively engage with advertisements, review informational materials, craft application letters, submit them punctually, and perform well in interviews This project is aligned with Unit 6: Future Jobs in English 12.
Name of the project “Interview for future job”
- Stage 1: Building project ideas, defining the purpose of the project.
Building project ideas: Create mock interviews to help students practice
English and experience what will happen in the future.
Determine objectives of knowledge, attitudes and skills
This teaching project is designed to prepare students for interviews by providing them with mock interview experiences, enhancing their English language skills By utilizing multiple intelligences, the project fosters the development of critical competencies such as teamwork, leadership, and presentation abilities, alongside writing, listening, and speaking skills This comprehensive approach equips students with the tools necessary for success in real-world interview situations.
- Through the teaching project, students have the opportunity to develop their core competencies They learn the ways to face with challenges, deadline and even failure.
Competencies are shaped and developed
Three core competencies are promoted as the requierements in Table 1,2, 3 (II.2)
- After unit 6-lesson A Reading, Teacher introduces the project to students.
A teacher selects 12 outstanding students to serve as leaders, employers, and interviewers for six companies, centers, or organizations Each group consists of two employers who choose their preferred fields These interviewers will introduce their companies and promote them to the class Meanwhile, 30 applicants will write application letters to express their interest in these opportunities.
Each group is permitted to accept 5 letters that means 5 interviewees.
The interview will be held in the optional lessons And there are 2 or 3 applicants achieving the vacant positions.
Naming The field chosen: Education, Politics,
Entertainment, Tourism, Technology and Informatics, Managing.
Name of companies, organizations, school:
+ Group 1: Mock MUN Institute+ Group 2: SM Entertainment Company
+ Group 3: DC Tourism Company + Group 4:Vinpearl land
+ Group 5: SD Company + Group 6: The Premier Language School
- Teacher provides students with a number of resources to help students find information that is relevant to the goals and requirements of the project (mock MUN, Tourism company…)
- Providing students with some reference materials related to the content of the project.
- Employers prepare handouts, posters or slides to introduce their companies, organizations
- Employers carry out their advertising about their companies/organizations and the vacant positions they need.
- Asking applicants to write application letters.
Writing and submitting application letters
Students write letters of application to employers.
Employers receive letters and feedback in some cases Letters are also a channel for calculating points
Prepare questions and content for interview
Two employers have responsibility for this preparation: The list of questions to ask interview
Unified criteria for checking and evaluating products
- Teachers and students agree on criteria for testing and evaluating applicants.
English fluency Basic knowledge The combined results of each individual
+ Letter of application + Interview results.
- Product performing Regulations: Each subgroup interview within 12 minutes.
- Teachers and other classmates observe.
Organizing the class 6’ - Arrange tables for the interview
- Each group sends a representative to report the product.
-Teacher and representatives appreciate the product.
Step 4: Publishing results, commenting, learning from experience 12 minutes
- Teacher publishes product results for each group and each individual.
- Students comment on the results of the assessment.
- Teacher draws experience from project for students on the project implementation process, encourages students to develop the next direction of project-based teaching.
Students give their opinion to contribute the project better.
- Employers’ introductions about the companies/ organizations/school.
2 Presentations of the groups at the interview
Recorded Videos of the advertising and Recorded Videos of the interviews.
Employers reviewed application letters and compiled interview questions, while some prepared mock MUN slides The teacher verified the submission of these application letters and the corresponding questions, ensuring that criteria for each group were established To create a respectful and visually appealing interview environment, the teacher instructed the arrangement of cloth tables and flowers.
Picture: Letters and questions for the interview
- Stage 5: Implementing “Interview for a future Job”
In turn order, the groups would present their interview section Each group had a maximum of 15 minutes.
+ Group 6: The Premier Language School
The teacher both observed and recorded the interview to get the correct evaluation and comment
Picture: Letters and questions for the interview
The project’s name: “Interview for a future job”
1 Aims: By the end of the lesson, students will be able to:
- Improve their speaking English and listening
- Improve their skill of using Power point/ handouts to present their duty.
- Improve their skills of advertising/introducing
2 Knowledge: a General knowledge: - Knowledge about advertising/introducing b Language: - Grammar: Applying all kinds of grammatical structures.
- Vocabulary concerning with the topic "Future jobs”
+ Sub-skills: listening, communicative skill.
- Deeply aware of the importance of the latest information and job interview in the future.
- Students feel difficult to listen to information
- Lack of knowledge leads to misunderstand the employers.
Communicative Teaching Approach and Project based Learning.
IV Teaching aids: board, chalk, computer, camera or smartphones.
Stages and contents Teacher’s activities Students’ activities
6 groups take turn to present their part of the project:
Invite two employers as well as two interviewers of each group to start their advertising.
1 Dương Th Thúy Hi nị ề
2 Tr n Khánh Linhầ + Group 4: Vinpearl land
2 Nguy n Th Tânễ ế + Group 5: SD Company
+ Group 6: The Premier Language School
Th oả answers the teacher’s question.
2 employers chosen by teacher prepared handouts, slides and posters of their companies/ organization/ school
Making and anticipate in the advertisements.Listen to the employers.
Each group had only 6 minutes to advertise.
Guide students to write application forms
Give opinions about the results.
SS give more contribution opinions for the interview.
Tell more about the experience for the next project.
- Hand in the handouts, posters.
- mail their files to the teacher.
- Write letters and send to employers they choose.
The project’s name: “Interview for a future job”
1 Aims: By the end of the lesson, students will be able to:
- Improve their skill of using Power point/ handouts to present their duty.
- Improve their skill of interviewing
2 Knowledge: a General knowledge: - Knowledge about making and participating in an interview b Language: - Grammar: Applying all kinds of grammatical structures.
- Vocabulary concerning with the topic "Future jobs”
- Deeply aware of the importance of job interview in the future.
- Students may not feel self- confident when answer the employer’s questions.
- Lack of knowledge leads to misunderstand the questions or answers.
Communicative Teaching Approach and Project based Learning.
IV Teaching aids: board, chalk, computer, camera or smartphones.
Stages and contents Teacher’s activities Students’ activities
3 groups take turn to present their part of the project:
- Check the attendances Guide students to play
Invite two employers as well as two interviewers of each group to start their interview.
+ Group 2: SM Entertainment Company 1.Nguy n Lan Anhễ
- The monitor answers the teacher’s question.
2 employers chosen by each group prepare note papers, list of interviewing questions, pens and handouts of rubrics
Making and anticipate in the interviews.
1.Dương Th Thúy Hi nị ề
Each group had only 12 minutes to choose their employees.
Collect the handouts of evaluations from four assessors.
Introduce this special product of mixed group.
It seems to describe the process of all groups in this project.
Give opinions about the results.
SS give more contribution opinions for the interview.
Tell more about the experience for the next project.
Stages and contents Teacher’s activities Students’ activities
Sing the song: “I have dream”
3 groups take turn to present their part of the project:
- Check the attendances Sing with students
Invite two employers as well as two interviewers of each group to start their interview.
- The monitor answers the teacher’s question.
2 employers chosen by each group prepare note papers,list of interviewing questions, pens and handouts of rubrics.
+ Group 6: The Premier Language School
Each group had only 12 minutes to choose their employees.
Collect the handouts of evaluations from four assessors.
Introduce this special product of mixed group.
It seems to describe the process of all groups in this project.
Making and anticipate in the interviews.
Give opinions about the results.
SS give more contribution opinions for the interview.
Tell more about the experience for the next project.
During the implementation of the project, it is necessary to regularly check and adjust the plan in each stage of the project to successfully implement the project
The interesting thing was that students also used other languages such as Korean,
Japanese and Chinese in the interviews to make them more lively When interviewed, students sang or expressed their own abilities The interview became very interesting and fascinating.
The teacher gave general assessment to whole class
Most students demonstrated a solid understanding of interview preparation and participation, even though the sessions were not formal interviews They effectively utilized the Internet for research and information gathering, and showcased their knowledge through various presentation tools such as posters, handouts, and multimedia slides featuring text, sound, and images to enhance their work.
- Student groups had relatively good co-operation among team members;
- Many students have learned to apply the specific knowledge of the group members to their rhyme, fluently expressed in English.
- Some students did not carefully prepare resulting in embarrassing when being interviewed.
Each group established specific criteria and assessment methods that candidates were required to meet Teachers reviewed various assessment tables and learned how to provide feedback tailored to each company or organization They closely monitored students' performance during mock interviews, which resembled real-life situations, but without the pressure typically associated with actual job interviews.
Group 1: Result of Recruitment (MMI)
The Mock MUN Institute proudly congratulates Hoang Huyen Trang and Duong Trong Hieu on their selection as official delegates Your dedication and talent truly set you apart as outstanding representatives.
Group 2: Assessment of Human Resources Department
Date: 15/12/2018 Job title:…….Assistant for Revelvet music band Interviewer 1: Kim Sang Hee Signature:
Interviewer 2: Kim Min Yang Signature: Applicants: (1) Park Min Yoong, Korean
(4) Le Thi Hai Yen, Vietnamese
Congratulations to Yeon Sunmi from Korea and Yang Li from China for their admission into SM Entertainment You will be joining as an assistant for the Red Velvet music band Please report to the SM Center on Monday, December 25th, 2018.
There are 3 candidates who have been choosen:
Criteria Minh sao Le Th oả H Nga Minh Quân C mẩ
Basing on the results on the above table, congratulatingThai Cam Nhung, Hoang Thi Nga and Lê Minh Sao on being admitted into Vinpearl Land Phu Quoc.
There are 3 candidates who have been chosen:
No Full Name Answer Apperance Voice Result
1 Trinh Mai Phuong Excellent Confident Loud Pass
2 Nguyen Thuong Thao Excellent Confident Loud Pass
3 Nguyen Hai Ngan Not bad Confident Loud Pass
4 Đo Thi Kieu Thuong Normal Not good Low Fail
5 Dam Van Tai Normal Not good Low Fail
II.3.3 An extra-curricular activitiy
In the teaching process, it is essential for educators to incorporate extra-curricular experiential sessions alongside the standard curriculum to enhance student development For 12th-grade students, activities such as "Experience with Native English Speakers" and integrated programs like "Drinking Water, Remember the Source" and "Historical Path" not only enrich their learning experience but also foster a sense of maturity and awareness among high school students.