Sáng kiến kinh nghiệm Áp dụng phương pháp dạy học theo dự án, lồng ghép địa danh lịch sử địa phương vào bài 16: Địa danh lịch sử (tiếng Anh 10 _ cơ bản) nhằm hoàn thiện các kĩ năng Tiếng Anh cho học sinh, giúp các em có thêm kiến thức lịch sử hữu ích về q

a. Giải pháp cũ thường làm: The traditional methods

It is commonly seen that due to the pressure of examinations which often focus on reading, writing, grammar and vocabulary, or in other words, the language learning and teaching process is somehow “exam-oriented” or “exam-prepared”, the language teaching methods are undeniably affected. Generally, teachers spend most of the time in class helping the students understand and remember rules and then apply them to do grammar exercises. As a result, it is likely that students who get very good marks in reading are not able to behave confidently in social situations and have no knowledge from other subjects or the problems happening in their life

For years, general education has always applied traditional teaching methods in school. This is the teacher-centered teaching method which reminds the conception: Learning is the process of subject acquisition and comprehension, which formation students’ knowledge, skills, thoughts, emotions.

Teachers design the textbook-centric tasks, examining the structure method and forces students to memorize the structure to do the exercises.

 Advantages of traditional learning methods

+ The teacher is a lecturer with a "knowledge store" while students are listeners who only remember, record and think

+ This teaching plan is designed normally on the base of the textbook. Due to the academic characteristics of the teaching, the content of the unit according to the traditional method is systematic, highly logical.

+ Students have no need of going out for practical experience, they just work in class so the unit does not take students much time as well as the effort.

 Disadvantages of traditional learning methods

+Iit is a monotonous teaching with knowledge of theory, little attention to practical skills of people, so the practicing skills in real life are limited.

+ Integrative teaching is only done at low levels such as involving, coordinating the knowledge and skills of different subjects to solve a teaching problem.

+ students are passive, not self-motivated, and not active in the lesson.

 The disadvantages and disadvantages of the traditional teaching method applied for unit 16: historical places

For teacher:

+ Advantage: Teachers try to get deep knowledge of historical sites, select the appropriate dialogue to help students practice speaking English effectively

+ Disadvantages: Teachers do not have a deeper understanding of subjects related to the topic of historical landmarks. The main theme of the subject is the topic of historical places. The conditions of material facilities (information and communication equipment) for teaching in schools are still limited.

For students:

+ Advantages: Students can approach the knowledge from the text book scientifically.

+Disadvantages:

Most students acquire knowledge passively, without the

need to learn self-study. Many students do not invest time as much as they possible.

Students are not allowed to expand their knowledge of local history, not to mention the historical relics of the homeland

 

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 SỞ GIÁO DỤC VÀ ĐÀO TẠO NINH BÌNH
TRƯỜNG THPT NINH BÌNH - BẠC LIÊU
SÁNG KIẾN
Applying project based , integrated regional historical places for Unit 16: Historical places (English 10 _basic book) to improve the students' English skills and help them obtain more useful historical knowledge about homeland.
Tạm dich: Áp dụng phương pháp dạy học theo dự án, lồng ghép địa danh lịch sử địa phương vào bài 16: Địa danh lịch sử (tiếng Anh 10 _ cơ bản) nhằm hoàn thiện các kĩ năng Tiếng Anh cho học sinh, giúp các em có thêm kiến thức lịch sử hữu ích về quê nhà.
Nhóm tác giả:
Phạm Thị Hương Quý - GV Tiếng Anh
Hoàng Thị Đoan Trang - TTCM, GV Tiếng Anh
Trần Thị Thanh Hương - GV Tiếng Anh
 Ninh Bình, tháng 5 năm 2018
Hµ Néi, th¸ng 03 n¨m 2009
APPENDIX PART A: INTRODUCTION
I. RATIONALE
I.1. THEORETICAL BACKGROUND: 
I.1.1. Theme Based Teaching is a concept that has been lively discussed , for many teachers, this is a completely new concept and really have many difficulties in imparting knowledge to students. The essential notion of theme-based teaching is that many different activities are linked together by their content; the theme or topic runs through everything that happens in the classroom and acts as a connecting thread for pupils and teacher. Good theme-based teaching has produced some of the most inspiring teaching that I have ever seen; done less well, it leads quickly to chaotic and ineffective classrooms. Because it can lead to such extremes of learning experiences for children, it is worth taking a long, hard look at what makes for good theme-based teaching.
- Theme based units are a vehicle for teaching a range of skills and content by integrating curriculum areas around a topic. This method of teaching links curriculum strands and capitalizes on children’s interests, creating a sense of purpose and community in the classroom. By building on their interests and life experiences, young people’s attitudes, skills and knowledge are developed in meaningful ways. Inquiry and communication are activated by a desire to know more, resulting in enthusiastic participation in the learning process 2”.
I.1.2. Local history plays an important role in our life as well as in education.
Mr. Nguyen Minh Chi - Specialist of the Department of Education and Training said that local history plays an important role in the education of students' ethics, especially local 
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập - Tự do - Hạnh phúc
ĐƠN YÊU CẦU CÔNG NHẬN SÁNG KIẾN
Kính gửi : 	- Hội đồng sáng kiến cấp trường THPT Ninh Binh – Bạc Liêu
Hội đồng sáng kiến sở GDĐT Ninh Bình
Tôi (hoặc chúng tôi) ghi tên dưới đây:
TT
Họ và tên
Ngày tháng năm sinh
Nơi công tác
Chức vụ
Trình độ chuyên môn
Tỷ lệ (%) đóng góp vào việc tạo ra sáng kiến
1
Phạm Thị Hương Quý
06/10/1985
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
50%
2
Hoàng Thị Đoan Trang
26/7/1976
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
25%
3
Trần Thị Thanh Hương
1/1/1976
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
25%
1. Tên sáng kiến, lĩnh vực áp dụng :
Là tác giả đề nghị xét công nhận sáng kiến sáng kiến
Applying project based , integrated regional historical places for Unit 16: Historical places (English 10 _basic book) to improve the students' English skills and help them obtain more useful historical knowledge about homeland.
Tạm dich: Áp dụng phương pháp dạy học theo dự án, lồng ghép địa danh lịch sử địa phương vào bài 16: Địa danh lịch sử (tiếng Anh 10 _ cơ bản) nhằm hoàn thiện các kĩ năng Tiếng Anh cho học sinh, giúp các em có thêm kiến thức lịch sử hữu ích về quê nhà.
Lĩnh vực áp dụng: English 10 Unit 16: Historical places 
(Tiếng anh 10, bài 16: Địa danh lịch sử)
Đối tượng áp dụng: Students grade 10 (học sinh khối 10)
2. Nội dung. The content
a. Giải pháp cũ thường làm: The traditional methods
It is commonly seen that due to the pressure of examinations which often focus on reading, writing, grammar and vocabulary, or in other words, the language learning and teaching process is somehow “exam-oriented” or “exam-prepared”, the language teaching methods are undeniably affected. Generally, teachers spend most of the time in class helping the students understand and remember rules and then apply them to do grammar exercises. As a result, it is likely that students who get very good marks in reading are not able to behave confidently in social situations and have no knowledge from other subjects or the problems happening in their life
For years, general education has always applied traditional teaching methods in school. This is the teacher-centered teaching method which reminds the conception: Learning is the process of subject acquisition and comprehension, which formation students’ knowledge, skills, thoughts, emotions.
Teachers design the textbook-centric tasks, examining the structure method and forces students to memorize the structure to do the exercises.
Advantages of traditional learning methods 
+ The teacher is a lecturer with a "knowledge store" while students are listeners who only remember, record and think
+ This teaching plan is designed normally on the base of the textbook. Due to the academic characteristics of the teaching, the content of the unit according to the traditional method is systematic, highly logical.
+ Students have no need of going out for practical experience, they just work in class so the unit does not take students much time as well as the effort.
Disadvantages of traditional learning methods 
+Iit is a monotonous teaching with knowledge of theory, little attention to practical skills of people, so the practicing skills in real life are limited.
+ Integrative teaching is only done at low levels such as involving, coordinating the knowledge and skills of different subjects to solve a teaching problem.
+ students are passive, not self-motivated, and not active in the lesson.
The disadvantages and disadvantages of the traditional teaching method applied for unit 16: historical places
For teacher: 
+ Advantage: Teachers try to get deep knowledge of historical sites, select the appropriate dialogue to help students practice speaking English effectively
+ Disadvantages: Teachers do not have a deeper understanding of subjects related to the topic of historical landmarks. The main theme of the subject is the topic of historical places. The conditions of material facilities (information and communication equipment) for teaching in schools are still limited.
For students:
+ Advantages: Students can approach the knowledge from the text book scientifically.
+Disadvantages: 
Most students acquire knowledge passively, without the 
need to learn self-study. Many students do not invest time as much as they possible.
Students are not allowed to expand their knowledge of local history, not to mention the historical relics of the homeland
The evidence can be seen in the lesson plan the authors have observed (appendix 1)
b. Giải pháp mới cải tiến: The new method
Nowadays, in order to keep pace with the trend of the integration in the world, education in Vietnam has made some remarkable improvements in teaching and learning methods. In particular, project based teaching and integrated teaching have been promoted.
Firstly, the project based teaching is considered as a student-centered approach, student orientation involves the acquisition of knowledge and skills through one or more role plays (called projects) that simulate activities true of our society. These activities help learners find the knowledge they need to learn more meaningful. 
Project-based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or yea
Moreover, Integrated teaching plays an important part to complete the lesson. It is the teaching of knowledge related to two or more subjects. So, in this study, the authors use integrated teaching as effective method to guild students to do their tasks. (you can the analysis as appendix 3)
	Last but not least, going to the historical sites in our hometown is meaningful activities. As you know, Ninh Binh is a place associated with the heroic history of out nation. Moreover, our hometown is now the place attracting a large number of tourists every year. But the problem is that how much students know about their homeland as well as the regional historical characters (Truong Han Sieu as an example). One more question given is that have students had enough knowledge about their local historical events? Because of that reason, it’s necessary for teachers to relate the lesson with practical situations, to get the targets above. (appendix 4)
Surely, the new method has many benefits for both teachers and students
One of the major advantages is that it makes school more like real life. It's an in-depth investigation of a real-world topic worthy of children's attention and effort.
More and more theoretical studies support the application of school-based project teaching to encourage students, promote collaborative learning skills, and improve academic performance 
Brain studies have highlighted the value of these learning activities. Ability to receive new insights will be motivated when learners are "connected to problem-solving activities, and when students are supported to understand why, when and how events and related skills 
Increased attendance, improved self-reliance and academic attitudes 
The knowledge gained is equivalent to or more than other models taught by
When involved in the project, students will be more responsible to learn compared to the activities other traditional classroom activities 
Students have the opportunity to develope complex skills in English: reading, writing, listening, speaking or presenting
As the same ways, the authors got a lot of good results after studying about Truong Han Sieu Temple. For examples:
Students apply flexible knowledge (past simple, topic of historical places) after the lesson to practice speaking English naturally, fluently. therefor, they don’t hesitate talking about Truong Han Sieu’s background.
Students can improve their necessary skills, including the ability to apply knowledge to effectively solve real situations. Through integrated teaching, students can enlarge their mind about Truong Han Sieu temple.
 Students have a ware of protecting and conserving Truong Han Sieu Temple
Specifically, through the lesson they can apply knowledge in many aspects as History, Literature, and Civic education to talk about Truong Han Sieu Temple. Thank to that, they can not only improve the ability using English but also gain many useful knowledge relating to other fields in life
Each teaching method has its strengths and weaknesses, challenges and difficulties that teachers. The Limitations of the New Teaching Methods are
+ The teacher must learn so hard in order to get the knowledge of other subjects. In the other words, the authors made great effort to get integrated knowledge about Truong Han Sieu.
+ Both teacher and students must spend a lot of time reviewing the content of the current news to remove the old information, backward, or update the information appropriately. 
Tính mới, tính sáng tạo của giải pháp: Novelty, creativity of the solution
During the implementation of teaching in the direction of integrated inter-subject, the survey found some novelties as follows:
+ Enhance student activeness and creativity, student-centered learning and student orientation to knowledge acquisition and other related life skills
+ Help students apply knowledge in many aspects to solve problems.
+ Teaching’s aims is also to contribute to reform the organization of teaching, innovation teaching methods, innovation methods of examining and evaluating learning results, enhancing the effective application of information technology, promoting the group's intellectual ability, teamwork skills, leadership skills, etc.
- The advantages of the new teaching method can be seen as follows:
Traditional teaching methods
New teaching methods
Conception
 Learning is the process of absorption and perception, thereby forming knowledge, skills, thoughts, emotions.
Study is the process of creation; students explore,
Exploring, discovering, practicing, exploiting and processing information, self-knowledge, competence and qualities
Features
 Knowledge transfer, transmitting and Prove the truth of the teacher.
Organize awareness activities for students.
Teach students how to find the truth.
Object
focus on providing knowledge, skills, techniques. Learn to cope with exams. After the completion of the exams, they are often forgotten or less used.
Focus on the formation of capacities (creativity, cooperation, ...) teach methods and techniques of scientific work, teaching methods. Learn to meet the requirements of present and future life. Learn what is needed, useful for the students themselves and for social development.
Content
From textbooks + teachers
From various sources: textbooks, teachers, relevant scientific materials, experiments, museums, practical ...: in association with:
- Knowledge, experience and the needs of students.
- Real situation, context and local environment
- issues of interest to students.
Methods
Methods of lecture, knowledge transfer one-way.
Methods of searching, investigating, solving problems , Interactive teaching.
Organizational form
Fixed: Limit in the 4 walls of the classroom, the teacher facing the class.
Flexible learning: in class, in the lab, in the field, in practice ...; study in pairs, study in groups, in class with teachers,
+ The authors use this teaching method for the study with 2 periods (1 periods and one elective session). This will inspire students to develop their capacity to collect, analyze information, give presentations, and strengthen teamwork, as well as to better understand and love their historical sites in homeland.
3. The expected social and economic efficiency
Economic efficiency: Educational help students earn “knowledge and skills”, not any money.
Social effectiveness: Without any money but surely, with the lessons have been well prepared, the teachers will get good result. In specific, according to the survey at the beginning of lesson, about 50% found that it was boring to study because they had to remember the structures, so few motivate activities have been done in their classes. They didn’t really like the lessons. Above all, the most remarkable success is the improvement of students' studying skills. At the beginning of the school year, most of my students had wondered whether or not they would be able to remember all the vocabulary of the lesson and meet the lesson’s demand but gradually they have gained their confidence with the activities that teacher designed for the lesson. (appendix 7)
Moral education for the young generation: to respect and promote the tradition of patriotism, self-respect, pride in the national tradition.
Create healthy playground for children.
For the spirit of self-conscious, the ability to work group..
4. Điều kiện và khả năng áp dụng :The conditions and applicability.
 Conditions: Regarding the issue of feasibility for applying the experiences, in my opinion, with the result of applying some techniques mentioned above, it is undeniable that the result is better than teaching through traditional methods. But surely, the teachers must have well preparation (The integrated subjects with their knowledge should be prepared in advance), both English teachers and students have got suitable conditions, a better classroom environment with audio/visual aids like computer, multimedia, OHP, etc..
Especially, teachers have to enlarge the social knowledge as could as possible, capture practical phenomena and use them for accordant situations.
Applicability: it is widely used for students grade 10 in Ninh Binh province because our hometown has a large number of historical and cultural sites
Danh sách những người đã tham gia áp dụng thử hoặc áp dụng sáng kiến lần đầu 
TT
Họ và tên
Ngày tháng năm sinh
Nơi công tác
Chức vụ
Trình độ chuyên môn
1
Phạm Thị Hương Quý
06/10/1985
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
2
Hoàng Thị Đoan Trang
26/7/1976
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
3
Trần Thị Thanh Hương
1/1/1976
THPT Ninh Bình- Bạc liêu
Giáo viên
Đại học
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XÁC NHẬN CỦA LÃNH ĐẠO ĐƠN VỊ CƠ SỞ 
Ninh Bình, ngày 02 tháng 05 năm 2018
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