Skkn cấp tỉnh some diverse methods to diversify the implementation of the project section in the looking back and project lessons of english 10, 11 global success at nguyen duc mau high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING IN THE LOOKING BACK AND PROJECT LESSONS OF ENGLISH 10, 11 GLOBAL SUCCESS AT NGUYEN DUC MAU HIGH SCHOOL... With the reasons mentioned above,

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

IN THE LOOKING BACK AND PROJECT LESSONS

OF ENGLISH 10, 11 GLOBAL SUCCESS AT NGUYEN DUC MAU HIGH SCHOOL.

School year: 2023 – 2024

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN DUC MAU HIGH SCHOOL

IN THE LOOKING BACK AND PROJECT LESSONS

OF ENGLISH 10, 11 GLOBAL SUCCESS AT NGUYEN DUC MAU HIGH SCHOOL.

TEACHERS: NGUYEN ANH TUAN

CHU THI TRUNG THU

Tel: 0386826356

School year: 2023 – 2024

I Reasons for the study

In today's era of international integration, Vietnam is increasingly leveraging its full potential in all fields Therefore, Vietnamese education highly values and incorporates English programs as a core subject at all levels within the educational system No one can deny the importance of English at the present moment, as the world undergoes changes in economics, society, politics, education, national defense, and security English is a crucial factor that we need

to reach all the goals of life It is a condition that helps individuals’ access and update knowledge from around the world, be dynamic in social environments, and confident in communication to explore the cultures of countries worldwide

The significance of the subject for the overall development of society is evident: it serves as a tool to facilitate integration with the international and regional community, access advanced information and technology, and explore other cultures and important international events The high school English program aims to cultivate and develop in student’s basic knowledge and skills in English, as well as essential intellectual qualities needed to continue higher education or enter the workforce Within the school environment, English is a subject with its own characteristics, sparking curiosity and eagerness to learn in many students, but not without the challenges that may demotivate learners Therefore, teachers must first instill in students an enthusiasm for learning the English language

In today's rapidly advancing information technology age, websites, social media platforms, and information sources across all fields use English as a means

of official communication and information exchange If one does not have some knowledge of English, it is considered a failure in connecting with the outside world In everyday life, English is essential for opportunities to communicate, interact, and exchange information with friends around the world

Throughout the application of new methods in teaching English for the new

methods, fostering creativity Through this, we have made valuable discoveries and gained beneficial experiences for teaching However, we have noticed some issues arising in the practical teaching process, especially concerning the new English curriculum we have constantly reflected, pondered, and thought of effective solutions for these issues One of these challenges is how to enhance the effectiveness of teaching the "Project" section, developing Speaking skills, and

improving communication abilities for 10th-grade students The aim is to enable students, after completing the new English 10 program, to confidently communicate with foreigners or native speakers using basic sentences and the knowledge they have acquired

To contribute to addressing this task, every teacher needs to be flexible and creative in developing methods suitable for each type of task and each group of students Additionally, teachers must help students understand the importance of developing Speaking skills, enabling them to use language to express themselves most effectively Furthermore, the "Project" section is considered a form of project-based learning, where the students' activities take center stage This method directs students to acquire knowledge and skills through problem-solving, simulating real-life social activities Therefore, how can students present their products, the results they have gathered from their real-life experiences effectively through presenting in English? These are the concerns and reflections that we continually explore to find the right direction for the "Looking back and Project" lesson

With the reasons mentioned above, we confidently choose the topic:

IMPLEMENTATION OF THE "PROJECT" SECTION IN THE LOOKING BACK AND PROJECT LESSONS OF ENGLISH 10, 11 GLOBAL SUCCESS AT NGUYEN DUC MAU HIGH SCHOOL.”

II Aim of the research

With the successful research of the topic, the innovative experience will help teachers gain the following experiences:

- Application of Diverse Forms for the "Project" Section: Teachers will be able to apply various forms to make the "Project" section more dynamic, fostering interest in learning for students while enhancing their ability to present ideas in front of the class

- Diversification of Instruction for "Project" Execution: Teachers can diversify the ways they guide students in completing "Projects" and successfully present a

"Project" within a single lesson unit

- Innovation in Assessment Methods: There will be a successful transformation in assessing and evaluating students' results in the most effective way, providing a more comprehensive understanding of their capabilities and achievements

- Identification of Students' Talents: Teachers will be able to discover the talents and aptitudes of various groups of students, allowing for a more tailored and personalized approach to education

III Research method

1 Theoretical Research Method: Conduct research on the theoretical foundation

of the topic using teaching materials and compiled documents gathered from textbooks or educational websites

2 Practical Research Methods:

- Observation Method: Teachers observe and gather data through classroom visits, focusing on the use of question systems, instructional processes, and situational exercises aligned with the lesson's themes

- Interview Method: Develop a system of guiding questions suitable for different levels of students' cognitive development Initial research involves the use of question systems, instructional processes, and situational exercises based

on the lesson's topic for students to undertake projects

- Experimental Method in Teaching Practice: Experiment with pedagogical methods to assess the quality and effectiveness of using project-based teaching methods in English language assessment

- Observation of Student Knowledge Acquisition: Observe students' knowledge acquisition during the project implementation process

- Learning from Peers and Self-Experience: Learn from colleagues and reflect on personal experiences

3 Observation Method: Teachers independently engage in research, conduct classroom observations of colleagues, and participate in lesson evaluations

4 Exchange and Discussion Method: After observing colleagues' classes and being observed, engage in exchanges and discussions to derive insights for teaching

5 Experimental Method: Teachers experiment with specific lecture content and teaching methods

6 Contrastive Method: Apply diverse forms of project implementation, comparing the results of different approaches with those obtained from classes using a single method

IV Scope and Object of Research

This teaching experience focuses on researching methods to implement the

"Project" component in certain units of English lessons for 10th and 11th-grade Global Success classes, specifically within some periods of the "Looking back and Project" lessons

The target students for whom we have boldly applied this topic are the 10th and 11th-grade classes that we have been teaching

V New features in the study’s result

Implementing conventional methods such as allowing students to think independently without using images or diagrams for presentation in front of the class can lead to students not grasping the necessary content adequately Many students may encounter issues such as lack of coherence, illogical speech, or limited presentation skills To address these challenges, diversifying the methods

of implementing the "Project" section can bring numerous benefits:

1 Clear Communication: Diverse methods assist students in delivering speeches with clarity, logic, and fluency, reducing errors and boosting persuasiveness

2 Fostering Creativity: Novel approaches inspire students to develop creativity using visuals like images and diagrams

3 Encouraging Teamwork: Diversified methods help students build teamwork skills and synthesize opinions from group members

4 Improving Presentations: Exploring different methods enhances students' presentation skills, making lectures more scholarly and engaging

Diversifying teaching methods not only boosts academic performance but also fosters students' overall development by stimulating creativity and facilitating

learning from diverse perspectives

PART B: MAIN CONTENT

I Theoretical background

Educational law stipulates that "Educational methods must promote positive,

self-progress." The goal of high school education is to "Help students develop comprehensively in ethics, intelligence, physique, aesthetics, and basic skills, fostering personal abilities, dynamism, and creativity, shaping the personality of Vietnamese citizens in a socialist society." Furthermore, it "Must promote positive, self-conscious, proactive, and creative thinking in students, aligning with the characteristics of the subject, the students, and the conditions of each class, nurturing students' self-learning methods, cooperation abilities, training skills in applying knowledge to reality, affecting emotions, bringing joy, interest, and responsibility in learning for students."

The project-based teaching method is considered an effective pedagogical approach pioneered by the American philosopher John Dewey (1859 – 1952) With the theory of "learning by doing," Dewey advocated teaching students through the construction of specific projects and finding reasonable solutions to achieve project success Project-based teaching is a student-centered instructional model, encouraging students to explore, apply the knowledge learned during the process, and create their own products Nowadays, the project-based teaching method is widely applied in countries with developed education systems and is gaining traction in Vietnam In English language teaching, this method is deemed effective because through project implementation, students acquire language skills and use foreign languages in communication activities based on their communicative abilities

The innovation of teaching methods in general, and English teaching methods in particular, has been continuously studied, accumulated, refined, and developed by educators with the aim of achieving the most effective results in their educational careers No one can deny the importance of English in the current globalized and modernized world, where significant changes are occurring in various aspects: economy, society, politics, education, etc English serves as the most effective means of global communication, enabling mutual understanding and connecting people across all aspects of life amidst the trends of globalization and modernization

Recognizing this importance, as a teacher directly involved in teaching this subject, I am always contemplating, exploring, and researching optimal teaching methods to contribute to improving the overall quality of education, particularly

in English language instruction Indeed, teaching methods play a pivotal role in the quality of education To adopt effective methods, teachers must continuously innovate, explore, create, learn, and draw experiences from colleagues, engage in self-study, and pursue self-improvement to identify the most suitable methods for each student group, lesson type, and specific teaching session

II Current State of the Issue

In the past academic year, I was assigned by the school administration to teach the new English curriculum for 10th grade Through various training sessions and workshops on innovative teaching methods, especially those organized by the Department of Education focusing on the new English curriculum, I gained valuable experience and applied these techniques in my lessons Despite encountering some initial difficulties in designing the curriculum, I found it to be truly effective in my teaching In this discussion, I would like to confidently share some of my experiences in using different methods to implement the "Project" section in the new 10th-grade English program, specifically focusing on the lesson titled "Looking Back and Project." I hope that readers can refer to this and provide feedback to enhance the completeness and practicality of my thesis

As a upper secondary teacher in a school with a limited English learning tradition,

I have observed that students consistently demonstrate high levels of engagement, enthusiasm for learning, creativity, and a keen interest in exploring new topics to share with friends and present in class The "Project" section is particularly well-received by students because it allows them to freely explore, delve deeper into topics, expand ideas, and maximize their creative abilities during the lesson

III Practical background

1 The reality of diversify the implementation of the "Project" section in the Looking back and Project lessons of English 10, 11 Global success at Nguyen Duc Mau high school

a Teachers

We had made a survey about “The URGENCY and FEASIBILITY OF Some

diverse methods to diversify the implementation of the "Project" section in the Looking back and Project lessons of English 10, 11 Global success at Nguyen Duc Mau high school.” We used Google forms

We made the survey with teachers at Nguyen Duc Mau high school and other schools

To avoid misunderstanding, so we made the survey in Vietnamese

The link of the survey is:

https://forms.gle/NAg5GH2VHqWsqPBT9

The content of the survey is:

Question 1:

Question 2:

Question 3:

Question 4:

Table 1.2 shows that 90,9% of the teachers ask students to use PowerPoint to do

“Project” section and 9,1% of the teachers ask students to use other methods to

do “Project” section

Table 1.3

Table 1.3 shows that 72,7% of the teachers are deeply concerned about in diversifying the Project section in English books 10 and 11 Global success, and 27,3% of the teachers are concerned about it

Table 1.4

Table 1.4 shows that 72,7% of the teachers think that diversifying the Project section in English books 10 and 11 Global success is really urgent and 27,3% of the teachers think that diversifying the Project section in English books 10 and 11

Global success is urgent

Table 1.5

Table 1.5 shows that 81,8% of the teachers think that diversifying the Project section in English books 10 and 11 Global success is really feasible and 18,2% of the teachers think diversifying the Project section in English books 10 and 11

Global success is feasible

b Students: Actual status of students' learning attitudes and interactions in diversifying the Project section in English books 10 and 11 Global success at Nguyen Duc Mau high schools today

Nguyen Duc Mau High School We used Google forms

The link of the survey is:

Table 1.7 shows that 33,8% of students strongly agree that PROJECT

section make them love English, 37,5% of students agree that PROJECT

section make them love English and 17,5% of them are neutral

Table 1.8

Table 1.8 shows that 33,8% of students strongly agree that PROJECT

section make learning interactive, 40% of students agree that PROJECT

section make learning interactive and 18,2% of them are neutral

Table 1.9

Table 1.9 shows that 28,7% of students strongly agree that Project section be

diversified regularly, 37,5% of students agree that Project section be diversified

regularly and 21,3% of them are neutral

the past year, and through exchanging teaching experiences with colleagues within the group, across inter-school clusters, and especially during specialized workshops, we have recognized the advantages of diversifying the methods used

to implement the "Project" in teaching:

- Students become enthusiastic participants, passionately developing their

"unique" ideas

- It boosts students' confidence in communication as they regularly practice presenting their ideas

- Projects help students understand, retain, and deeply internalize lesson content

- Emphasis is placed on the purpose of learning English, which is to develop communication skills

- It fosters additional social skills such as self-reliance, coping with life challenges, and self-defense mechanisms

IV Measures Implemented to Solve the Issue

1 Steps in Teaching the "Project" Section

To teach the "Project" section, the following steps should be carried out:

Step 1: Topic Selection and Group Formation

- Identify fundamental topics from the curriculum that are relevant or applicable

to real-life situations

- Explore current societal issues and global concerns

- Divide the class into groups; guide learners to propose and define project topics Each project should entail a task that needs to be solved, aligning educational content with real-life societal contexts Teachers may also suggest topic directions for learners to choose from

Step 2: Project Outline Development

- Instruct learners to define the purpose, tasks, execution plan, and project implementation schedule; determine necessary tasks, estimated time, resources, and budget

- Specify specific learning objectives based on curriculum knowledge and skills, aiming to achieve advanced cognitive skills

- Developing a project outline is crucial as it provides direction for the entire process—implementation, data collection, and project evaluation

Step 3: Project Implementation

- Assign tasks to each member within the groups

- Group members execute the outlined plan During project execution, intellectual and practical activities interact, resulting in project outcomes

- Learners gather data from various sources, then compile, analyze, and accumulate knowledge gained through project work, testing the knowledge in practical scenarios

Step 4: Results Compilation

- Project outcomes can be documented as publications (newsletters, reports, posters), presented using PowerPoint, or designed as web pages

- All learners should be given the opportunity to present their results alongside newly acquired knowledge (individually or as a group)

- Project outcomes can be showcased among learner groups, presented to the class, or shared within the broader community

Step 5: Project Evaluation and Learning Reflection

- Teachers and learners evaluate the project process and outcomes based on the generated products, considering the coherence and appropriateness of learners' presentation methods

- Teachers guide learners in extracting lessons learned for future project implementations

- External evaluations can also access project outcomes

+ Mandatory Requirements for a Project

- The project must align with the curriculum's educational content

- The project must connect with real-life practicalities

- Design specific activities for learners

- Through project activities, learners should absorb subject knowledge

- Feasibility (suitable for real-world conditions and learners' capabilities)

- Produce tangible outcomes/products

2 Diversification of activity organization in the "Project" section

Depending on the type of lesson, session, and the specific student cohort, teachers may apply suitable organizational formats

For the "Project" section of the English subject, Global Success for Grade 10, students practice a range of exercises from simple to advanced, utilizing diverse

and the Environment, for a Better Community, Gender Equality, Protecting the Environment, and for English 11, A Long and Healthy Life, Cities of the Future, Global Warming, Preserving Our Heritage, Social Issues, etc We believe that the following teaching methods can be applied:

- Use of drawings (students' own or collected)

- Mind maps

- Role-playing

- Performances

- Tree diagrams with illustrations

- Student-created products (models)

- Use of supporting software (Drawing, PowerPoint, etc.) for students to present their work

However, it is not necessary to impose rigid or standardized formats for every lesson In essence, teachers should be flexible and innovative in selecting the most appropriate methods to guide students through specific lesson content

Within the scope of this topic, I introduce some methods used in the "Project" section of the English 10 Global success and English 11 Global success textbook

as suggestions for fellow teachers to consider and apply in their teaching to achieve optimal results

3 Some specific methods for organizing activities in the "Project" section 3.1 Using the Mind Map Technique

The Mind Map is presented as a logical tool to leverage the brain's ability to capture images It is a method for remembering details, synthesizing, or analyzing

an issue into a form of branching diagram Besides the linear memory capability (such as remembering events in a specific sequence, like the sequence of events

in a story), the brain also has the ability to associate and link data together This method exploits both of these abilities of the brain It is a technique to enhance note-taking By using an overall idea map of the issue presented as a visual diagram where objects are interconnected with lines, data can be remembered and understood more easily and quickly Instead of using written words to describe a one-dimensional representation of the entire detailed structure of an object, it utilizes two-dimensional images It illustrates the form of the object, the

interrelationships between related concepts (or ideas), and how they relate to each other within a larger problem

Appropriately using a mind map not only facilitates the teaching and learning process of organizing both existing and new knowledge more effectively, but it also helps students develop analytical and synthesizing scientific thinking Therefore, guiding students to use Mind Maps in carrying out projects is essential because Mind Maps have the following advantages: they are easy to visualize, easy to understand, and easy to remember due to their use of color, connections, and relationships between ideas in a problem They allow for seeing both the overall "picture" and the details, making teaching, learning, and remembering easier They stimulate students' interest in learning and foster their creativity Mind Maps help expand ideas, deepen knowledge, systematize knowledge, and review knowledge They facilitate quick, deep, and lasting memory retention of knowledge

For example, in teaching English 11 Global succcess – Unit 4: ASEAN and Vietnam

- Ask students to work in groups Find information about a member country

of ASEAN Present your research to the class You can make a mindmap about Thailand

3.2 Using Visual Art

Incorporating the use of drawings into the "Project" component presents an exceptionally captivating method for engaging students This approach allows teachers to effectively capture students' attention, resulting in highly efficient

students are empowered to creatively express their unique ideas, autonomously arrange and present their concepts This process enables students to clearly visualize the points they intend to convey before an audience, minimizing the risk

of repetitive content during their presentations

Students are encouraged to engage in individual or group activities, typically consisting of 4 to 6 participants They prepare drawings based on lesson content assigned in advance, which they subsequently present to their peers This structured format not only fosters creativity but also encourages collaborative learning Following the presentations, students provide constructive feedback and evaluations on each other's work, fostering a supportive and interactive classroom environment

To further motivate students, teachers can implement a practical scoring system, rewarding commendable performance during these exercises This incentivization encourages active participation and ensures that students derive maximum benefit from the project-based learning approach

For instance, when teaching English 11 Global success – Unit 1: A long and healthy life

3.3 Using Drawing Software and PowerPoint

The use of images or drawing software, such as PowerPoint, is an extraordinarily vivid and beneficial visual aid in language education Ninth-grade students, transitioning from lower secondary school, are inherently curious and eager to

explore more about the world around them These images can be sourced from various materials including textbooks, or from the internet

The use of images stimulates students' interest and triggers their imagination There are numerous themes suitable for incorporating images, ranging from classroom and school scenes to depictions of individuals, families, or holidays These could be direct classroom activities or illustrations extracted by teachers from newspapers, magazines, or the internet Images not only stimulate artistic appreciation and foster enthusiasm for learning but also serve to vividly illustrate language content Indeed, the integration of images plays an extremely useful role

in the teaching and learning process

It is evident that the use of images is a valuable choice for presenting knowledge

in a lively, direct, and clear manner Furthermore, teachers can present a short passage describing a scene with various activities or a story, asking students to listen and then draw the scene Subsequently, students can describe or retell the story based on their drawings The whimsical and humorous elements within each drawing will render the scenes lively and engaging

For example, when teaching many Units in English 10 and 11 Global success + English 10 – Unit 3: Music

In response to this requirement, teachers should provide comprehensive guidance

to students on leveraging not just images but also online videos sourced from various platforms to enhance their presentations Encouraging students to curate

a collection of visuals from diverse online sources will significantly elevate the effectiveness and appeal of their projects

Moreover, educators should actively prompt and instruct students in the strategic use of visual diagrams within project components that involve presenting the sequence of a topic or a creative work Utilizing visual diagrams is instrumental

in aiding students to remember and articulate their ideas thoroughly, cohesively, and logically, adhering to a specific structure or process

By integrating multimedia elements such as videos and curated images into their presentations, students not only enhance engagement but also develop essential skills in multimedia design and communication This approach fosters creativity and critical thinking, equipping students with valuable tools for effective expression and presentation in various academic and professional contexts

3.4 Using Student-Created Products (Models)

The perspective of modern education is shifting from the mere transmission of knowledge to empowering students with the ability to identify issues, seek information, and creatively solve problems The traditional approach in education often involves teachers focusing solely on imparting widely recognized scientific knowledge standardized in curricula and textbooks, sometimes neglecting to guide students on how to explore the mechanisms behind these "truths" and why they are sought after This need for exploration applies not only to natural sciences but also to social sciences

After acquiring knowledge, students require an environment to apply this knowledge in practical contexts They need opportunities to demonstrate their understanding by creatively developing "products" based on the knowledge they have learned In the context of English language learning, which is a specialized language, students use English in communication and in presenting phenomena With the support of real objects and, more importantly, products they create themselves, the effectiveness of the subject matter increases significantly

Given the cognitive characteristics of high school students, whose abstract thinking abilities are not fully developed, they often struggle with complex explanations of grammatical theory but find it easier to use language when observing real objects, especially those they have personally created Therefore,

it is essential to help students easily recognize concepts through visual means, concretizing abstract thoughts, and enhancing their understanding, accuracy, and depth of knowledge in order to apply these concepts proficiently in communicative situations

This approach not only enhances students' scientific research skills and stimulates their potential for creativity but also aids in enriching their knowledge, refining their creative thinking skills, and nurturing their aspirations to become innovators

in the future

We have successfully applied this approach in several Project-based lessons within the English 10 and 11 Global Success curriculum, as seen in Unit 5 Invention – English 10 Global success