Sáng kiến kinh nghiệm Some effective measures to design the activities helping students develop many useful skills through the PROJECT lessons (Tiếng Anh 10, Global success)

 NGHE AN EDUCATIONAL AND TRAINING 
 DEPARTMENT DIEN CHAU 2 HIGH SCHOOL 
 TEACHING EXPERIENCE 
Some effective measures to design the activities helping 
 students develop many useful skills through 
 the PROJECT lessons (TIẾNG ANH 10) 
 TEACHER: HỒ THỊ NGỌC HẠNH 
 TEL: 0367644257 
 EMAIL: cohanhc3dc2@gmail.com 
 SCHOOL YEAR: 2022-202 
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 1.1. Some great pictures from the groups’ power points..25 
1.2. Some impressive pictures from their demonstration in Project class26 
1.3 Link of the presentation for their projects...27 
1.4. Their best presentation after being edited by the teacher...27 
 2. The results of some groups in the topic 2: GO GREEN EVENT ..28 
2.1. The meaningful images from some groups’ power points.28 
2.2. Some impressive pictures from their presentation in Project class29 
 2.3 Link of the presentations for their project...29 
2.4. Their best presentations after being edited by the teacher.30 
 3. The best results of some groups in the topic 3: TRADITINAL MUSIC 
 ..31 
3.1. The impressive slices from a power point of class 10 A6.31 
3.2. Some impressive pictures from their presentation in Project class...32 
3.3 Link of the presentation for their projects...32 
3.4. Their best presentation after being edited by the teacher..32 
4. The results of some groups in the topic 2: VOLUNTEER WORK....33 
4.1. The meaningful images from some groups’ power points.33 
4.2. Some impressive pictures from their presentation in Project class34 
4.3 Link of the presentation for their project: ...35 
 4.4. Their best presentation after being edited by the teacher...35 
 5. The best results of some groups in the topic 3: LEARNING APPS ...36 
 5.1. The impressive slices from a power point of class 10 A6..36 
 5.2. The impressive pictures from their presentation in Project class...37 
5.3. Link of the presentation for their projects: 38 
5.4. Their best presentation after being edited by the teacher...38 
4. The scores of the students after 5 Projects lesson39 
4.1. The scores for project lessons - Class 10 A5.........39 
4.2. The scores for project lessons - Class 10 A6.....41 
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 I. INTRODUCTION 
 1. Rationale of the study 
 Project-based learning is a learning method based on devising a project for 
learners and participants who need to work together to create a product, a presentation 
or harvest at the end of the course. Project-based teaching is also an active teaching 
method that develops learners' capacity. The biggest advantage of this method is that 
it creates many opportunities for students to practise and apply knowledge creatively 
into practice. The form of teaching organization (project) can be individual, pair or 
group work, depending on the task of the project. When children are assigned to work 
in groups, the spirit of cooperation, support and initiative in learning is significantly 
increased. Project-based learning helps students feel more confident in 
communicating, encouraging the participation of a large number of students in the 
class; as well as promoting the spirit of self-study and creativity of learners. 
 Project, delivered at the end of each unit in the pilot English program (English 
10- year system), is what sets it apart from previous textbooks. Project is implemented 
from the point of view of project-based learning. Project (English 10) is a student- 
centered teaching method that directs students to acquire knowledge and skills 
through playing one or more roles to solve problems (referred to as project), simulate 
the real activities of our society. These activities help students see what they need to 
learn more meaningful. 
 In fact, students can’t do their projects well or they don’t even know how to 
prepare for their presentations, which lead to the PROJECT lessons can’t be done. 
The development of students about some important skills in life and study is defined. 
With teacher’s specific methods, the students’ projects improve day by day. The 
product of each group is the active cooperation of each member. Therefore, every 
group wants to show their products in front of the class. The groups vote and evaluate 
each other according to the criteria set by the teacher. The atmosphere of the class was 
lively and lively. After project lessons, students seem to accumulate more useful 
things, be more creative, more dynamic and have a positive attitude towards the 
subject. This is the reason why I choose the study topic “Some effective measures to 
design the activities helping students develop many useful skills through the 
PROJECT lessons (TIẾNG ANH 10)” 
 2. Aims of the study 
 These activities help students to prepare well for their demonstrations in the 
PROJECT lessons, through which students can develop many kinds of skills such as: 
group working skill, communicating skill, presenting skill and especially English 
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 II. THE RESEASCH CONTENT 
 1. Theoretical background 
 There are many definitions of the direction of teaching through a large 
project/exercise. Each definition points to an aspect that the author wants to address. 
Carter and Thomas (1986, p.196) argue that learning through a large project/exercise 
needs three conditions: There is a problem to be solved (venue), there is self-control, 
and adjustment among members. (interdisciplinary characteristic) and learners' 
autonomy. According to the above scholars, to ensure the three conditions on each 
major exercise must have the following characteristics: Take place outside the 
classroom. The main topics of the major project/assignment must be in the course 
curriculum. Learners have to set their own plans and goals to achieve after completing 
the project. 
 It is no coincidence that project-based learning is adopted by many schools. This 
extension of learning is due to many advantages of project-based teaching. The first 
advantage of the project-based teaching method is its ability to promote the 
development of students' thinking and awareness. Because this is a learning method 
that emphasizes learning through practice. Thereby helping students accumulate more 
knowledge drawn from reality. Another advantage of project-based teaching methods 
is that it enhances students' initiative. With this learning method, the student is the 
decisive factor, the central subject of all problems, and also the one who gives the 
solution to the problem. Therefore, they will have to prepare everything from 
planning, defining goals to implementing to solve the project. In the project teaching 
method, teachers are only responsible for monitoring, supporting and giving direction. 
This increases student initiative and responsibility. Different from the traditional way 
of learning, the project-based teaching method allows students to participate in 
choosing content and topics that are suitable for their own abilities. As a result, this 
method can stimulate creativity as well as help children be more interested in learning 
activities. Practicing perseverance and persistence is also one of the advantages of 
project-based teaching. During the project implementation, students must be self-
reliant, self-aware, and actively participate in the learning stages. This helps them 
practice and improve their perseverance, endurance and self-discipline. Project-based 
teaching methods help students increase their initiative, improve their attitude of 
cooperation, listening and sharing. At the same time, this method also helps students 
to be more responsible in their work because they will have to work in groups and do 
a part of the work in it. 
 2. Practical background 
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 Planning learning tasks: In developing a plan, it is necessary to identify the work 
to be done, the estimated time, materials, funding, methods of conducting and 
assigning work in the group. 
 Next, the project implementation phase should include: 
 Information collection: Information collection and processing of information 
obtained. 
Conduct investigation: Theoretical knowledge, problem solving options are tested 
through practice. 
 Finally, at the end of the project, students will present their results and teachers 
will be the assessors according to the set criteria.- divide the class into 4 groups to 
perform their duties such as preparing materials, participating in practical activities, 
experiential activities, doing projects, writing presentations 
 *Teacher’s methods: 
- prepare direction and design content of PROJECT lessons at the end of the first 
period “ Getting Started” of each Unit 
- assign specific tasks to each group, each student has specific things to do to prepare 
for the presentation 
- guide groups to make clips, posters, search or take pictures to suit each topic 
- ask students to discuss to divide tasks to team members participating in PROJECT 
exercises 
- guide the groups to write the presentations before they send to teacher for feedback 
- collect the writing drafts of each group to help them edit their presentations, 
pictures, video clips suitably. 
- encourage groups to create plays or have the real experiences relating to their 
projects and make reports by clips, pictures 
- guide the groups to present their projects according to 4 parts: warm – up/ pre- 
speaking/ while- speaking/ post- speaking 
- encourage each group to appoint 2 main speakers in each Project lesson, so that all 
students can get marks after 5 PROJECT lessons 
- stimulate them to actively participate in the projects so that they can achieve good 
results as the outcome of the project is assessed by a regular test score. 
 3.2. Specific methods in some project 
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 - Warm –up: 
+ greeting 
+ introduce the members of their groups through pictures, videos 
- Pre - speaking: 
+ use video clips, pictures, power points to lead in their Topic of each group’s 
presentation. 
- While- speaking 
+ video clips, pictures, symbols of the celebration 
+ give the aims/ time/ places/and activities of the celebration 
- Post- speaking: 
+ give the meaning of the project and their feeling 
 * Teacher’s guidance: 
 All groups learn about the history of family day in some countries such as 
Vietnam, England, America, Korea... (emphasis on the time, meaning, purpose and 
activities of family day in each country). 
 Find beautiful and appropriate pictures of meaningful and authentic family day 
activities and send them to the teacher to choose the most suitable ones 
 Build images into power points or video clips and write a brief presentation 
according to the ideas of the whole group for demonstrating within 5 to 7 minutes. 
 Each group choose 2 main speakers to present your Project. 
 - Representative 1: Introduce yourself and your team members through prepared 
slices and your group's presentation topic. (Warm-up). Then continue with the section 
“Post-speaking” to talk about your feelings, the meaning and value of family 
happiness. 
 - Representative 2: present the main content of the topic (Pre-speaking and 
While-speaking) so that the audience can clearly understand the time, purpose and 
positive activities of family day in some countries around the world. 
 * Teacher’s suggestions for writing the first presentation: 
 In the first Project lesson, students are not familiar with how to write and 
demonstrate their presentations, so the teachers need to guide and give the sample 
articles and suggestions in the order of parts: Warm-up, Pre-speaking, While-
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