z NGHE AN DEPARTMENT OF EDUCATION AND TRAINING === === TEACHING EXPERIENCE SUBJECT: ENGLISH Topic: 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. School year: 2023 – 2024 zz NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NGUYEN DUC MAU HIGH SCHOOL === === TEACHING EXPERIENCE SUBJECT: ENGLISH Topic: 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. TEACHERS: NGUYEN ANH TUAN CHU THI TRUNG THU Tel: 0386826356 School year: 2023 – 2024 PART A: INTRODUCTION 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 th 10 -grade curriculum, particularly during the academic year 2022-2023 and the new 11th grade in 2023-2024, we have implemented experiential teaching 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 1 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: “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. 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. 2 - 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.
Theoretical Research Method: Conduct research on the theoretical foundation of the topic using teaching materials and compiled documents gathered from textbooks or educational websites. 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. Observation Method: Teachers independently engage in research, conduct classroom observations of colleagues, and participate in lesson evaluations.
Exchange and Discussion Method: After observing colleagues' classes and being observed, engage in exchanges and discussions to derive insights for teaching. Experimental Method: Teachers experiment with specific lecture content and teaching methods. Contrastive Method: Apply diverse forms of project implementation, comparing the results of different approaches with those obtained from classes using a single method. 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. 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. Fostering Creativity: Novel approaches inspire students to develop creativity using visuals like images and diagrams.
Encouraging Teamwork: Diversified methods help students build teamwork skills and synthesize opinions from group members. 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.
Educational law stipulates that "Educational methods must promote positive, self- conscious, proactive, and creative thinking in learners, nurturing their self- learning capabilities, practical abilities, passion for learning, and the will to 4 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. 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. 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.