Sáng kiến kinh nghiệm Some useful activities to stimulate students in learning project lesson English 10 at Quynh Lưu 4 High School

 NGHE AN DEPARTMENT OF TRAINING & EDUCATION 
 QUYNH LUU 4 HIGH SCHOOL 
   
 TEACHING EXPERIENCE 
 Topic: 
 SOME USEFUL ACTIVITIES TO STIMULATE STUDENTS IN 
LEARNING PROJECT LESSON ENGLISH 10 AT QUYNH LUU 4 
 HIGH SCHOOL. 
 Writer: NGUYỄN THÙY - Tel: 0972.175.567 
 Working office: Quynh Luu 4 High School 
 Field of study: English Methodology 
 NGHỆ AN, APRIL, 2023 
 PART 1: INTRODUCTION 
1.1.Rationale. 
 For very long time being, English has become an – n-0pinternational 
communicative language in the world. It has been widely used in different fields 
such as economics, politics, culture, science, technology, education and tourism. It 
must be strongly affirmed that English is one of the most important means of 
communication, the key factor helping develop in our society. Therefore, teaching 
and learning English to use in daily life is more and more essensial. Then, for 
the time being on, teaching and learning English has been playing a more 
important role in the purpose of human – development as the 2018 – education 
program. Speaking is the most difficult in the four skills. Reading, listening 
and writing can be conducted in progressof learning with a teacher or on 
learrner’s own, with books. I think that the way of teaching by oral presentation 
will motivate student to use English in the spoken classroom. At Quynh Lưu 4 
High school, a large number of students are not capable of speaking English while 
they have such a long time to do tasks of the lesson . Up to now, we have accessed 
English syllabus of Global Success for 3 ỷears, the teachers of English find it 
difficult to encourage their students to make oral presentation in the process of 
teaching English skills. As in other schools, teachers of English in Quynh Lưu 
4 are now approaching project - based learning to teach English to students. They 
hope to provide students with a means of communication, namely English which 
is vital for them to be successful in their job and to fulfill their social demands in 
the time of globalization.Therefore, it is really essential to know whether the 
project based learning has the good effects on teaching oral presentation skill to 
the 10 th graders of Quynh Lưu 4 High school. With the aim to access the method 
on teaching oral presentation through the Project - based learning, I would like to 
choose the topic: “Some useful activities to stimulate students in learning 
project lesson at Quynh Lưu 4 High School”, to find out the answer, and 
further, to help improve the teaching of oral presentation at my school. In this 
study, I wouldl ike to study on developing students’ oral presentation through 
Project - based learning in English language activities, hoping students feel 
confident to create their own generally communicative production during each 
topic lesson. 
 1.2. Aims and objectives of the study. 
 This study has been designed to investigate the use of oral English 
presentation for the 10th – grade students at Quynh Lưu 4 High school. In general, 
it has two purposes getting from learners’ work during lessons of a learning topic 
(of each Unit). Firstly, it aims at finding students’ attitudes towards the co- 
ordinating group work, team work. Secondly, it is to investigate the impacts of oral 
presentations through project - based learning on the students’ performance in 
English lessons done in several forms such as presenting, reporting, short – film 
 2 them. In order to talk about it with their classmates after this the participant makes 
a small research to get more information about this topic. 
2.1.2. Communcative langugage oral presentation. 
 This type of presentation has a primary goal, which is to make the 
audience learn something new. The speakers use in this type of presentation 
an informative speech. The aim of informative presentation is to be 
communicating with the audience and giving them much information in a limited 
time. It is the most important elements that speakers can use, to the audience 
change their opinions and take a positive action about the speakers’ topic. They 
will have confidence in their performance and deal with any reaction. 
2.1.3.The benefits of using oral presentations. 
 Oral presentations have been shown to be extremely successful with 
respect to improving learners’ second language skills, and increasing their 
autonomy. For example, Girard, Pinar and Trapp (2011) found that using oral 
presentations in their classroom lead to greater class interaction and participation, 
an increased interest in learning, and noticeable improvements in their students’ 
communication and presentation skills. For most language teachers the five major 
benefits to use oral presentations in the classroom are: 
 - They provide students with realistic language tasks. 
 - They have value outside the language classroom. 
 - They improve students’ motivation. 
2.1.4. Running class with oral presentation. 
2.1.4.1.Teachers’Role: The teacher’s role is not an easy one because oral 
presentation is challenging job for teachers. Teacher also need to prepare their 
students for their task by groupwork, teamwork, then develop their interaction 
skill. The teacher’s role in oral presentation is an a guide, organizer consultant 
resource person, and supporter this role involve also organizing into groups, 
preparing details, more information about the topic, helping them to learn how to 
conduct their presentation and finally evaluation the students performance. 
 2.1.4.2. Students’role: Students, must be ready to join in a real world project 
format being qualified to participate in a team project, and has realistic 
expectations about the process. Some students are more qualified, or ready to 
participate in project learning, than others. Students should also have a desire 
to gain experience. Students should bring some technical, interpersonal, 
communication and creative thinking skills to the project. They should be willing 
to subordinate their personal preferences to the decisions of the team, and be 
willing to compromise in order to achieve a group production. 
 4 PART 3: PRACTICAL BACKGROUND. 
 As mentioned above, in the part of rationale, a large number of students at 
Quynh Lưu 4 High School find it hard to use what they have learned to speak out 
what they have in mind in English but most of them are always in attempt to say 
something. This is the reason why they have always wanted to use English. In a 
survey made recently shows that nearly third – four of students want to use English 
to express their ideas and they show strong attempt to practice English as well as 
they can if they are put in convenient situations. On conducting the process of 
building a fulfilled project lesson, I have always been on the rules of language – 
creating communiation as following: 
1. Rule 1:Being led by students when shaping the project 
 Explore what your students want to know and to do, within the confines of 
the course. Enabling students to direct their own learning is a really effective way 
to get them interested and engaged. Offer them choice where possible in how they 
work towards the desired learning outcomes. 
 For any community project to be successful, it is vital that local people’s 
needs and wishes are taken into account. This must be based on collecting reliable 
information and insight from local people and community representatives. Do not 
make assumptions about what will and will not work; this can lead to serious 
misjudgements and derail a project before it has even begun. The first step was to 
arrange a brainstorming session with key community leaders and the students. 
 We’d recommend allowing your lecturers to act as moderators posing the 
questions to community leaders and encouraging students to do the same in order 
to understand key needs and challenges. Without such guidance, students will not 
know how to run such a session and it may stall. 
2. Rule 2. Allowing students set their own learning approach. 
 Give students a large degree of freedom in how they choose to meet the 
challenge posed – in this case, developing promotional media material. Rather than 
judge students’ work as good or bad, instructors should encourage and guide them, 
providing constructive feedback. This gives students the freedom and confidence 
to develop their creative thinking. 
 Our students chose to present the information in the form of powerpiont 
slides, short videos and role-play activities to do in project presentation. As 
creators and presenter of a vast range of digital content via their mobile devices 
and social media platforms, our students were able to fulfill with this medium. 
3.Rule 3. Hosting site visits to bring the project to real life – class activities. 
 Site visits are crucial in helping students understand the real-world 
implications of their project and its potential impact. Depending on how your visit 
is organised, it can give valuable insight on different perspectives or target 
audiences. 
 6 Here I will share some ideas or may call useful activities that helped my 
students create good projects for their presentations, then for my report in this topic 
study. It’ s they key for my success in making my students motivated via project – 
based lessons. 
4.1.1.Handing out request: investigation on students’ participation. 
a.Theoretical remark: As planned in English 10 Global Success, Project lessons 
are at the end of process division of a Unit . To make the Project run well in the 
progress of learning, my students often get the request for doing project at the 
second or the third lesson. Teacher create more details as the range in content of 
the unit so that whole class have proper content division to work in group. 
Members of the group will play roles of the Leader, Secretary, the rest are the 
Suppoters. Soon after receving the request, the Leader will take the whole- action 
duty, plan the schedule, idea, deliver specific part for Suppoters. Every member 
partly share the whole work and follow the plan of team. 
b. Practical activities: As the request, all will share report for the whole project 
product. And they should follow to perform duties and support, combine other 
members ‘ ideas to create overall project productivity. 
 + Build a draft of project status report include everything knowledge 
regarding the status of the project. This will be a good exercise that helps think 
exhaustively without leaving important issues and try their best for the whole. 
 + Edit the Draft to create the status report so as suit the requirements. Edit 
and fufilify the information that suppoters have given. Ensure that they have 
provided information regarding issues presented in the Project. 
 Sheet of responsibility division submited by Group’s leader. 
 8