Some experience in helping pupils do projects at some primary school in Cam Thuy District

INDEX
Order number
Content
Page
1
1. INTRODUCTION:
1
2
2. RESOLVING THE PROBLEMS.
2
3
2. 1. Theoretical basic of the problems
2
4
2.2. The problem state before the application of experience
3
5
2.3. The measures carried out to solve the problem.
4
6
2.4. The effectiveness of the experience initiative for educational activities, teachers, colleagues and the schools
18
7
III. Conclusion
19
1. INTRODUCTION:
1.1. Reason for choosing the topic:
	English is an international language that is used as the official language of more than 53 countries and territories, used as the second language of more than one billion people in the world. Therefore, English is a special language that contributes to the development of the ability of all countries and help the people understand and move closer together. In line with the evolution of the 4.0 revolution, the English development strategy has become an inevitable part of the human strategy, a strategy for the future of every nation. 
	 The strategic objectives of foreign languages ​​are closely linked to the major goals of education and training, which are defined in three aspects: raising the people's knowledge, training human resources and fostering talents. Foreign languages ​​in general and English in particular have important roles and positions in the education and training and in the development of the country. It also poses challenges for educators to create innovative ways to make English become the communication tool of the whole society.
	Project teaching has many benefits for both teachers and students. More and more theoretical studies support the application of school-based project teaching to encourage students to reduce dropouts, promote collaborative learning skills, and improve academic performance.
	Project-based learning is a new element in the English program for elementary students. There are no researches papers on this subject so my colleagues and schools have not experienced to resolved, overcome.
	Project teaching is a form of teaching or a combination of teaching methods, which, under the guidance of teachers, learners acquire knowledge and form skills through solving a project in real life, followed closely by the curriculum, with the combination of theory and practice and the creation of specific products.
	For the above reasons, I have studied and extracted some experiences in the teaching process into the topic: Some experience in helping pupils do projects at some primary school in Cam Thuy District.
1.2. Research purposes:
	Starting from the above reasons, the topic should concentrate in the following tasks: 
	The purpose of this research is to study the current status of foreign language teaching for elementary school pupils and the foreign language learning of primary pupils, their excitement towards their study subjects and their foreign language learning methods.
	Find out the strengths and weaknesses in the methodology, as well as in teaching projects of teachers, and then propose solutions to improve the quality of foreign language at primary school.
	Research the basis of science and practical basis of teaching and learning English in primary school. Study the cause of the situation. Adjust the direction of innovation teaching and learning methods. 
	 Improve the quality of teaching and learning through projects. Determine the effectiveness and impact of stimulating learning English for primary students through projects.
1.3. Research subjects:
	Object of study is how to help pupils do projects in some primary schools in Cam Thuy District.
1.4. Research Methods
	In this topic, I have used the following research methods: 
Theoretical research methodology: Read a number of books, reference materials, and online literature related to the projects in the class. 
 Survey observation: To investigate the topic deeply, I investigated the current status of teaching and learning English in primary school, the interest of students in the subject. Interviews and tutorials for the English team, combined with a team of specialists and school administrators.
 Experimental Methods: I have been guiding pupils through projects related to the content of the unit. 
Method of summarizing and drawing experience: After each period of teaching using the form of teaching in the topic, I often summarize, draw experience from each period, continue to change, renovate suitable in the following lessons. After each period, I have also compared, summed up to draw common experience.
2. RESOLVING THE PROBLEMS.
2.1. Theoretical basic of the problems.
 	Teaching projects contributes to renovating teaching methods, changing training methods. Teaching projects transfer from "speaking teacher" to "student do". Learners become problem solvers, decision makers, not passive listeners. They collaborate in groups, organize activities, conduct research, solve problems, synthesize information, organize time and reflect on their learning. Teaching the project facilitates a variety of learning styles, using information from different subjects. It helps learners with the same content but can perform in different ways. Project teaching requires positive thinking to solve problems, stimulate motivation, stimulation learning. Project teaching encourages the use of higher-order thinking skills, which helps learners to better understand the learning content. Teaching the project is an important way to implement the method of training human beings to develop comprehensively, learning along with the practice, combining study and scientific research.
	Project teaching creates a favorable environment for learners to practice and develop. Teaching the project helps learners learn more because in most projects, trainees have to do exercises related to many fields. Every student has the opportunity to work because the learning task is accessible to everyone. Students have the opportunity to try out their own abilities when participating in a project. Students are capable of thinking deeply when encountering complex problems. Participants have the opportunity to explore, evaluate, explain and synthesize information. Students are allowed to apply what they have learned, especially knowledge about science and technology. When designing the outline for the project, the learner must imagine, outline the plans and action plans, so their imagination and their creativity are trained and developed. Develop evaluation capacity. Project teaching requires a variety of forms and assessments, including teacher evaluations, student evaluations, self-assessment and feedback. Students have the opportunity to choose and control their own learning, as well as the opportunity to collaborate with classmates to increase their interest in learning. Project teaching helps students to be more confident when they graduate because they develop the necessary life skills: the ability to make accurate decisions; ability to solve complex problems; ability to work well with others; active, flexible and creative.
	Teaching the project promote pupils positive, self-reliant, active and creative. They are the centers of project teaching, from the passive position to active, so teaching the project has created conditions, while forcing students to work more actively. Project teaching allows learners more autonomy in their work, from planning to implement projects, creating products. As a result, the project teaches self-reliance, self-reliance, responsibility, creativity and ability to solve problems of learners.
	Project teaching helps learners develop communication skills. Teaching projects not only help learners acquire knowledge, but also help them improve their ability to cooperate, ability to communicate with others. Teaching the project promotes collaboration between students and teachers, between learners, and sometimes extends to the community.
2.2. The problem state before the application of experience
	Project is a new part in English textbook that project itself causes difficulties for teachers when have been applied in the schools.
	Teaching the project requires a lot of time. This is the biggest obstacle, if time is not allocated or the teacher has no flexibility, then the performers must work overtime. This explains why a teaching method has many advantages such as teaching the project is difficult to put into practice in our country. 
	It is not possible to apply rampant school teaching but can only apply to certain contents under the conditions allowed. Project teaching can not substitute lecture methods in the transmission of theoretical knowledge or information dissemination. Project teaching is difficult to apply in primary schools.
	Teaching the project requires careful preparation and planning to attract learners actively. Practical and practical activities when teaching the project requires appropriate material and financial means.
	Moreover, most of schools in Cam Thuy District have been lacking of teaching aids, especially we do not have any laboratories and function rooms.
Some areas in my town, especially fishing villages, the lives of the children are difficult and hard, so students have not been given much attention to the study by their family.
English is a new subject and most of the members of my students' families hard know anything about the language, so most of the students only use English at school.
Beside, most students have little or no opportunity to communicate with people from English-speaking countries. It is clear that they have been lack of the natural environment to learn English pronunciation.
Besides, the time allowed for learning English in class may make many students lack both the natural environment and the creative environment to practice and improve English skills. 
2.3. The measures carried out to solve the problem.
	Because pupils are the center of teaching, teaching the project should pay attention to the needs and interests of the pupils: the learners are directly involved in choosing topics and learning contents suitable to the ability and excitement of the pupils. Project teaching is an important teaching method for implementing student-centered teaching views. Pupils actively and reliably participate in various stages of the teaching process, from goal setting, planning to project implementation, testing, adjustment, evaluation and presentation. Teachers mainly play the role of adviser encourage positive, self-reliant, responsible, creativity of learners. Learners do not just listen, repeat and remember they also need to collect information from many different sources then analyze, evaluate and draw their knowledge. Learners not only acquire knowledge about events but also apply the theory into reality, practice problem solving skills.
	A project is taught through the practical activities are consistent with the ability of the learners, for this reason, teachers should plan rich and diverse learning activities. Teachers should focus on the core learning content, the core of the program. The content of the project is a combination of knowledge of different fields or subjects to solve a problem is really challenging. The project is interdisciplinary, meaning that many subjects are linked. A project also requires knowledge of other subjects and social skills that pupils ​​need to work together.
	Teachers should combine teamwork and personal work while guiding pupils do projects. Projects are usually conducted in groups, including the assignment and collaboration among members. Teamwork helps make the product more quality, less time consuming because it combines and promotes the individuality of the individual. Projects require collaboration skills between members, students and teachers as well as with other social forces participating in the project. As a result, activities in project teaching are highly social.
	Teachers should be interested in the product of the activity. The project has varied and regular forms of evaluation. Teachers and learners should evaluate the products. The results of the project are expressed crystallized in the product of the learner. From the time of project implementation, expected results have to be clarified and reviewed repeatedly. Learners are able to demonstrate their knowledge through reports and products. Through products, teacher should praise pupils and motivate them learning better.
	Here are some examples I have been applying while teaching projects in some primary schools in Cam Thuy District:
2.3.1. Class 4: Unit 8: What subjects do you have today?
Project: Ask a friend in another school about his/ her timetable and stick the table. Then tell the class about it.
Procedure:
- Tell pupils that they are going to interview a friend in another school about his/ her timetable and tell the class about it.
- Guide pupils to do the task:
+ First, ask a friend in another school questions:
What subjects do you have on Monday/ Tuesday/ Wednesday/ Thursday/ Friday?
I have
+ Complete the timetable.
+ Prepare to talk: For example, This is my friends’ timetable. Her/ His name is... She/ He is a pupil at ..Primary School. She/ He has..on Monday... 
- Ask pupils to do the task at home and bring their friend’s timetable.
- Have them tell their class about their friends’ timetables in the next lesson.
- Ask other pupils to give their comments about their friends’ products.
- Select the best three products and who have best presentations, then award the pupils with small prizes to motivate them.
Pupil’s products
2.3.2. Class 4: Unit 15: When’s Children’s Day?
Project: Make a greeting card for Tet. Then write wishes to your friend.
Procedure:
- Tell the pupils about the project. They should make a greeting card for Tet and write wishes to your friend. Explain the task clearly and check understanding.
- Ask them to draw the cards for Tet. After decorating the cards, they should copy the text from the book and fill in the information.
- Give them time to do the task during the lesson or ask them to do it at home if there is not enough time. Tell pupils that they will be invited to give a presentation of their work in the next class.
- Ask pupils to display swap their cards in pairs.
- Ask some students to show their cards and say aloud what they have written.
- Select the best three cards and who have best presentations and award the pupils with small prizes.
Pupil’s cards
2.3.3. Class 4: Unit 17: How much is the T-shirt?
Projects: Make four flashcards of clothes. Draw a picture of clothing item on one side of the card and write the word for it on the other side. Then practice with your partners.
Procedure:
- Tell pupils that they are going to make four flashcards of clothes. 
- Give each pupil four cards, explain the task clearly ( students should draw a picture of clothing item on one side of the card and write the word for it on the other side, then they should show the flashcards in pairs and talk about them) and check understanding. 
- Give them time to do the task during the lesson or ask them to do it at home if there is not enough time. Tell pupils that they will be invited to give a presentation of their work in the next class.
- Select the best three flashcards and who have best presentations and award the pupils with small prizes.
Flashcards of pupils
2.3.4. Class 5: Unit 2 : I always get up early. How about you ?
Project: Interview two of your classmates about their daily routines.
Procedure:
- Tell pupils that they are going to interview their classmates about their daily routines and report the results to the class.
- Model an interview : 
+ Ask the questions : 
 What do you do in the mornong/ afternoon/ evening? – I always/ often.....
 How often do you..........? – Once/ Twice a day/ week...
+ Report the results of the interview : Here are the results of my interview. Huyen often goes to school early in the morning....................
- Set a time limit for them to interview their classmates and take notes.
- Ask a few pupils to report the results of their interviews to class. Select who have best presentations and award the pupils with small prizes.
Pupils are interviewing their friends.
2.3.5. Class 5: Unit 6 : How many lessons do you have today?
Project : Write a letter to a pen friend to talk about your timetable.
Procedure:
- Tell the class about the project and how to carry it by saying : In this project, you are going to write a letter to a pen friend to talk about your timetable.
- Have pupils work in pairs to discuss what are they going to write in the letters.
- Give students time to do the task independently. Go around and offer for help if necessary.
- Get students to swap their letter to correct their friends’ mistakes.
- Ask some pupils to show their letter and read aloud.
- Select who have best letters and award the pupils with small prizes.
 A letter of a student
 A letter of a student
2.3.6. Class 5: Unit 9: What did you see at the zoo? 
Project: Draw your dream zoo.
Procedure:
- Tell the class that they are going to draw their dream zoos.
- Ask them to work in groups of five to discuss what animals to put in their dream zoos.
- Set a time limit for them to do the task independently. 
Pupils’ drawings
- Get students to show their pictures with their partners and talk to him or her.
- Have the class display their drawings. Invite some students to talk to the class about their dream zoos.
- Select the best three pictures and who have best presentations and award the pupils with small prizes.
Pupils are talking about their dream zoo.
Pupils are talking about their dream zoo.
2.3.7. Class 5: Unit 11: What’s the matter with you?
Project: Talk about two health problems and give advice.
Procedure:
- Tell pupils that they are going to talk about two health problems and give advice in pairs.
- Guide pupils how to do the project: Choose two health problems, then give advices (for example, toothache.should go to the dentist/ brush your teeth regularly/ shouldn’t eat a lot of sweets or sugary products,.).
- Give pupils time to do the task in pairs.
Pupils are talking with their partners.
- Prepare some posters or draw some simple pictures for students to talk.
- Have some pupils to talk in front of the class.
A pupil is talking on the board.
- Ask other pupils to give their comments about their friends’ talking.
- Select who have best presentations, then award the pupils with small prizes to motivate them.
2.3.8. Class 5: Unit 12: Don’t ride your bike too fast!
Project: Make a poster about home accidents and how to avoid them.
Procedure:
- Tell the class that they are going to make a poster about accidents at home and how to avoid them.
- Have them work in groups. They should decide which accidents to select and discuss how to avoid them. 
- Set a time limit for them to do the task.
- Select a few groups to present the results of their discussions.
- If there is not enough time, give the project as homework.
- Select the best three posters and presentations to award the pupils with small prizes.
Pupils’ posters
2.3.9. Unit 17: What would you like to eat?
Put foods and drinks into two groups: very healthy and not very healthy.
Procedure:
- Tell the class that they are going to put foods and drinks into two groups: very healthy and not very healthy.
- Have the pupils do the task in groups of four to put foods and drinks into two groups: very healthy and not very healthy. Set a time limit for them to do the task.
- Select a few groups to present the results of their discussions. Then vote the groups that have best products and good presentation to award the pupils with small prizes.
Pupils are doing the project in groups of four.
 A product of a group.
2.3.10. Class 5: Unit 14 : What happened in the story ?
Project: Tell a story.
Procedure:
- Tell the class that they are goi