On the other hand, by carrying out this study, we hopes that teachers and students can pay more attention and enjoy more popularity on part "project" at all grade levels

TABLE OF CONTENTS
 	Page
 A - INTRODUCTION
I. Reasons for choosing the research...................................................... 	2
II. Researching purpose	2
III. Researching object.. ..	2
IV. Researching methodology .	2
B - CONTENT
I.Theoretical background............................................................................	4
1. An overview of the project.	4
2. An overview of the project based learning ............................................
II.Reality basis ..5
III. The context of the studies...7
1. To the curriculum.7
2.To the teachers..7
3. To the students..7
4. The result of the survey before applying the initiative 8
IV. Solutions and procedure..8
1. Solutions8
2. The applications of doing the project work..8
3. Some notes of teaching and doing the project work.15
4. Demonstration16
5. Result after applying the research in teaching17
D-CONCLUSION 20
I. Conclusion 20
II. Suggestions 20
E. REFERENCE BOOKS 21
A. INTRODUCTION
I. Reasons for choosing the researching. 
	From 2001, the Prime Minister of Vietnam made a decision of approval on the project “Integrating environmental issues in the general education”. Nowadays, teachers are still requested to take advantage of environmental contents in curriculum of different subjects to “equip student with knowledge of ecology, environmental preservation skills and attitudes towards surrounding environment”(Government, 2001 , p.1). In reality, this integration is not at all easy. Both teacher and student are faced with a huge workload, time constraints and lack of environmental materials. Therefore, it is necessary to seek an option that both provide scaffolding support for students with sufficient materials and motivate students’ attitudes toward learning English. In the past years, my colleagues and I have used the project-based learning methodology and we find that it has a lot of advantages as well as some problems which we need to concern about. For example: What should the teacher prepare for a project lesson? How can students make a really effective project? What are the criterias for evaluating a student's learning project? That's why I choose the topic: "Experiences in teaching part "Project" in English 6 in the secondary school.", in order to improve the quality of teaching and learning the subject in the secondary school, especially for grade 6 students learning the new trial books.
II. Researching purposes.
Firstly, this topic aims to research and learn a model of a system of theories of project learning methodology, create and collect different forms of doing the part project in the last period of each lesson.
Secondly, the purpose of the study was to promote positive self- awareness in learning properly the spirit of teaching innovation; that is: students play an active, thinking, creative, central role, teachers prompted stimulate bright initiative created by students. The research was carried out in 2016 – 2017 and 2017-2018 education-instruction years at the secondary school. Totally 70 students in two different school years in the 6th grade of this school participated in the study. 
III. Researching subjects.
- Part "project" of the lesson: Looking back + Project, from Unit 1 to Unit 12 in English 6.
- Experiences in teaching part "Project" in English 6 in the secondary school.
IV. Researching methodology.
1. Methodology of reasoning
- Project-based learning.
- Research the throretical basis of the topic from teaching and collected documents.
2. Methodology of reality research
- Observation method, conversation method, experimental method, investigation method.
- Develop a question system that will fit the project to the level of the students' developmental level. Initially, the use of a question system, project guidelines, and scenario-based study for students to carry out the project.
- Expeimental pedagogyb to evarluate the quality of the projecr and the effectiveness of using the project teaching methodology in teaching English language assessment and assessment.
- Observe the student acquisition of knowledge during project work.
- Learn from your peers and some of your own experiences.
5. The new points of the topic.
- Selected, fomulated a guiding system and questionnarie for the project in the topics covered in the English 6 New Trial Program a chieving knowledge, skills and attiudes.
- The first step is to use teaching methodogy of the project to renew the test of Grade 6 students. In addition, leaming project is also used for purposes.
- The subject can be considered as a reference material for second school English teachers in the innovation of teaching methods and innovation of examinations and tests in accordance with the orientation of capacity development. 
- Students are encouraged to become active rather than passive learners by developing collaborative and co-operative skills, and lifelong learning skills.
- It encourages the development of critical thinking skills. 
- It requires the establishment of an environment of support, trust and co-operative learning can be nurtured.
- It promotes student learning and achievement. 
- Students have the opportunity to learn from and to teach each other. 
- The focus is on student centred approach to teaching and learning, and assessment. Students are involved in their own learning. 
- It enhances social skills and interactions.
- Large numbers of students can be catered for and work on task simultaneously.
- Interaction and co-operation on a micro scale is facilitated thus decreasing a sense of isolation felt by some.
B. CONTENT.
I. Theoretical background.
1. An overview of the project.
The word project comes from the Latin word projectum from the Latin verb proicere, "before an action" which in turn comes from pro-, which denotes precedence, something that comes before something else in time (paralleling the Greek πρό) and iacere, "to do". The word "project" thus originally meant "before an action".
Project work is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups or individuals to combine the investigating the topic and presenting it in written form illustrated with photos, pictures, diagrams, etc. (Blumenfeld et al., 1991; Đỗ, 2011). Project work is student-centred and driven by the need to create an end-product (Bell, 2010). However, it is an itinerary to achieving this end product that makes project work so worthwhile. The process to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating on a task which have they defined for themselves and which has not been externally imposed (Blumenfeld et al., 1991).
Project work is a student-centred methodology, where students are actively involved in their own learning process. In project work, students have to define a research question that will be analysed and discussed using different approaches in order to obtain an answer. Project work is an intentional and original activity with a specific goal that promotes the development of skills, such as autonomy, initiative, creativity, critical thought and collaboration as it involves group work. However, it can generate complexity and uncertainty among participants. Project work is characterized by the creation of an end-product, for instance a presentation, an abstract, a poster or a three-dimensional model. Project work also has a social approach, as a result of teamwork.
2. An overview of the project-based learning.
The basis of project-based approaches is hardly new. Early in the 1920s, Project-based instruction was advocated by William Heard Kilpatrick. His notion was that such instruction should include four components: purposing, planning, executing, and judging (Foshay, 1999).  Since the students learn with interactive technology and since the teacher has to design, to facilitate and to monitor student activities. Thomas (1999) stated that the idea of assigning projects to students is not a new one and the benefits of learning by practice have long been touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991; Foshay, 1999). While each of these designs has different pedagogical objectives, we believe that all good pedagogical designs should include somewhat structured pedagogical scenarios and that the teacher's role is crucial. For over 100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. Doing and creating projects is a long-standing tradition in education history (Merkham et al., 2003).
A project-based activity allows our students to identify and project their own problems. They become active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.  Besides that students develop a question and are guided through research under the teacher‘s supervision (Bell, 2010). Instead of using a inflexible lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about. Thomas (1999) also described projects within project-based learning as based on challenging questions and making students having central role in problem-solving, designing skill, negotiation and decision making processes so giving students the chance to work relatively autonomously. In project-based learning activities, students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank,1997). Project-based learning is an active approach to classroom teaching and learning that is designed to engage students in investigation of complex, authentic problems and carefully designed products and tasks (Blumenfeld et al., 1991). The use of project-based learning in class is possible after providing the information that is needed for the project. The classroom activities should be student-centred, cooperative, and interactive (Moursund, 1999).
 Project-based learning increases the students’ attitutes of mind students toward their learning style. Project-based learning is still in the developmental stage within educational settings. Moreover, these studies which were on the investigation of project-based learning were carried out in elementary level by comparing project-based learning with traditional methods. However, this study focuses on the how to learn well part "project" of the new 6th Grade English Curriculum. From this perspective, this research can be stated to have a significant value. In this sense, It is hoped that this empirical study can provide a close link between project - based learning and language learning and, at the same time, propose guidelines for English language teachers who wish to implement project-based learning to enhance their students’ language learning as well as development of attitude towards learning English as a foreign language. On the other hand, by carrying out this study, we hopes that teachers and students can pay more attention and enjoy more popularity on part "project" at all grade levels. 
II. Reality basis.
From grade three on, English is taught at Primary school. This demand for English offers opportunities for Teaching English as a Second or Other Language (TESOL) in Vietnam but at the same time this creates not only many challenges but also mismatchs between the expected and actual levels of competence, and educators claim EFL preservice teacher education is largely inadequate (Pham, 2001). We have changed our English Curriculum from Primary school to High school in order to get language proficiency levels and interpret language qualifications defined in the Common European Framework of Reference for Languages (CEFR), which plays a central role in language and education policy nationwide. Moreover, we have done our best to inspire our students to study English, using different modern teaching methods, applying CALL – activities (Computer-assisted language learning) into our teaching stage and renovating testing system.
As a shown in the problem indenfication of the motivation in English learning process through traditional methods, it’s possible to confirm that the solution to the pr oblem is related to the working hypothesis which is the solution for the lack of motivation on students. PBL (Project-Based Learning) will increase their interest to use contents of English classes and to improve basic skills for the understanding and communication in English language. To apply the proposal of this research based on the application of PBL to motivate English learning, in order to improve English communication skills and students’ attitudes in learning. 
Figure 1: Problem indenfication
III. The context of the studies
1. To the curriculum.
Project work is only one part of a period which lasts 45 minutes, so teachers and students do not have much time to spend on doing project. That's why some teachers cannot pay enough attiention to this part of each unit.
2. To the teachers.
	Firstly, all the teachers are having difficulty in the little time for teaching part "project" and some even think that this part is not very important. This is the main reason why this part is normally ignored.
	Secondly, some teachers have not got access to the Project-Based Learning yet. and they are still affected the traditional method. Some even don’t know how to arrange a project learning lesson. 
	Thirdly, because of the students' poor quality, many teachers always worry that our children are too poor, they can’t know what to do, how to doTherefore, they often explain too much. This makes students confused.
	Finally, challenges for teachers involve:
Allocating time
Teaching process skills
Assessing process as well as product
Assessing individual as well as group learning
3. To the students.
	Secondary school students are more familiar with teacher-centred approaches, which tend to lead to a more passive learning style. In fact, most of our students are afraid of taking part in the group work. So that their group work is not effective.
	Some weaker and lazier students will depend on the better ones and some even do not do any things.
Moreover, the real quality of our students is very poor. Students need to be at level A1 so that they will be able to adapt to the higher level. So that they get trouble with their project.
Finally, students do not have enough time to create their ideas. They often have to find out a new thing for a short time. This seems very difficult for not only children but also the specialists.
4. The result of the survey before applying the initiative
	Let's have a look at my survey of students' participating behavior in doing project activity.
School year
Grade
Number of students
Unsatisfactory
Satisfactory
SL
%
SL
%
2016-2017
6
32
23
71. 9
10
28.1
2017- 2018
6
38
25
65.8
13
34.2
	At the end of 2016-2017 and at the beginning of the 2017-2018 schoool year, I had students do a project as a fifteen-minute test and here is the result:	
Shool year
Grade
Number
Of Students
Good 
Fair
Average
Weak
Poor
No
%
No
%
No
%
No
%
No
%
2016-2017
6
32
2
6.3
4
12.5
18
56.2
5
15.6
3
9.4 
2017-2018
6
38 
2
5.3
7
18.3
12
31.6
12
31.6
5
13.2
	From the results of the survey, we find that the problem of students' and teacher's awareness is worrying. All of these proplems make me decide to research and apply some experiences in teaching project and guide my students to do project work in my teaching process in the school year 2017-2018 for students of grade 6.
IV. Solutions and procedure
1. Solutions
1.1. Solution 1: 
Take a survey to check the behavior and ability of doing project work of our students.
1.2. Solution 2: 
Make a plan, research, choose learning methods which suit for the students' level and for the content of different projects.
1.3. Solutions 3: 
Carry out the research on grade 6 students in .. secondary school where I am teaching.
2. The applications of doing the project work.
2.1. Challenges for teachers and students
What are the challenges facing teachers? 
When we bring project-based learning into the classroom we may have to adopt new instructional strategies to achieve success. Having the teacher take the role of guide or facilitator is not the way that most educators were taught, nor even the way they were taught to teach. Direct-instruction methods that rely on textbooks, lectures, and traditional assessments do not work well in the more open-ended, interdisciplinary world of project-based learning. Rather, we do more coaching and modeling and less "telling." Specific challenges facing teachers include: 
Recognizing situations that make for good projects;
Assigning an authentic task; project-based work is supposed to be about the real world and reflect things that people out in the real world actually care about and need to know. This means that the teacher need to stay away from tasks that seem to “live” only is schools such as asking them to write an essay or transform sentences. Instead, the tasks should reflect things that people in the real world engage in or need to know.
Structuring problems as learning opportunities;
Using an appropriate topic; not every topic works as a project-based work – it’s just that simple. But even beyond that, we have to find the chosen topics engage the student in the way that we hope it would. That’s why it’s so important to forcus on big, specific issues that are relavent to them or that reflect some aspects of their interest. We’re most motivated to learn when the task before us is matched to our student level of skill: not so easy as to be boring, and not so hard as to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of their abilities, and keep upping the difficulty as they improve.
Managing the learning process;
Assigning a unique task; the poin of view project-based learning is to engage the students in a task that seems new, exciting and interesting. There’s a good chance that they’re going to be very interested. Specially, project-based activities are good at teaching procedures to students or at helping them to memorize fact, so include these things as part of their task will miss the point of PBL. Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a fait accompli such as state high school curricula, but as a live question begging to be explored. Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students to compete against them: run through the material once to establish a baseline, and then keep track of how much they improve (in speed, in accuracy) each time.
Integrating technologies where appropriate;
Choosing multi-faceted resources; part of what a project-based learning is supposed to do is present different points-of-view and get student to from their own opinions after reading about “facts” that often oppose each other. Therefore, that’s not easy to do if we use resources that all seem to be staying the same things. Project-based learning can be applied to all age-group, and all levels in which students have to collect information from website, seveys, and interviews. Besides, Internet use can bring back students advantage of opportunities to be taught critical thinking skills.
Collaborating with colleagues to develop interdisciplinary projects; 
Developing authentic assessments indeed, we may have to be willing to take risks to overcome initial challenges. Almost students do proje