SKKN Developing core competencies for students in the process of teaching English 12 at Tan Ky High School

al site to match
the value of Km0. We study the ruins.
-Fifth: There is no encouragement of creative ideas to preserve the national
historical site Km0.
Students are the future owners of the country, a large intellectual force in the
future. Children's creative ideas should be consulted and encouraged. These
practical ideas can be formed into valuable solutions to preserve and promote the
value of the monument. However, in recent years at all levels, local authorities...
have not really paid attention to and encouraged their ideas. That is the reason why
the awareness and conservation activities of the students are still low.
-Sixth: Students are indifferent to conservation work...
Most of the young people in Tan Ky asked do not know this relic, even though
they have lived and gone there many times, some even said that I don't need to find
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out because it has no value. It's sad that you don't understand your own origin of
the country, how will you preserve and promote the value of the relic in the future.
 Group 4:
 Conservation solutions
(i) Write a handbook “Km0- A heroic time”.
+ Goal of the solution
We make it clear that every starting solution must be built on the basis of
human perception. Correct perception is the first solution and has fundamental
value for other solutions to be implemented. Teachers, parents, and students all
have to improve their understanding in order to preserve and promote historical
values of Km0.
Km0 Ho Chi Minh Road Handbook provides an overview of the history,
architecture and culture of Km0 Ho Chi Minh Road in a simple and interesting
form suitable for students of all ages. Vivid images with many images of Km 0 of
Ho Chi Minh Street in the past and present.
This handbook has been published both in Vietnamese and English version.
(ii) Making traditional local crafts, souvenirs about Km0.
+ Goal of the solution: Encourage the younger generation and people in the
area to make traditional local crafts and souvenirs about Km0. This activity brings
many emotions to the childrent thereby highlighting the desire to preserve one of
the traditional values of the nation. These products will be well received by
visitors, which will directly contribute to preserving the traditional value of Ho Chi
Minh National Historic Site.
+ How to do it: Students will find materials such as bamboo, paper, cloth,
plastic sheet, or collect materials around, easy to find environmentally friendly
with the enthusiastic help of good artisans in the area to make products are
welcomed by visitors such as: conical hats, handicrafts, brocade weaving, paper
fans, hats, paintings, and other souvenirs with the symbol of Km0 on Ho Chi Minh
Street.
(iii) Competition for creative ideas and conservation of national historical sites
Km 0.
+ Goal of the solution: In order to encourage students to come up with creative
ideas and preserve practical ideas that can be developed into solutions to preserve
and promote the historical, cultural and historical value of the national historic site
Km0, Ho Chi Minh road.
+ How to do it: The contest for creative ideas to preserve the national historical site
Km0 on Ho Chi Minh Road was organized by the Ho Chi Minh Communist Youth
Union of Tan Ky High School.
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(iv) Set up Facebook to introduce friends and visitors to Km0.
+ Goal of the solution: In recent years, Facebook has become an indispensable part
of the modern life of the world in general and Vietnam in particular. One of the
strong attractions of Facebook is its ability to update information like a hurricane.
Therefore, we use Facebook to introduce the historical and cultural values of the
national historic site Km0 on Ho Chi Minh Road to the community and visitors,
stimulating and attracting visitors to learn about Km0.
+ How to do it: We set up Facebook and renamed it Km0 Ho Chi Minh Street with
an easy-to-use approach to communicating with students.
Pictures: Km0 in 1972
Pictures: An exhibition room at Museum Km0 
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PART III: FINDING AND DISCUSSION
Through the three specific lessons we mentioned as well as the series of
activities in the English 12 program, we are confident that the requirements in
Section II.2 would be met. Comparing with other classes, they proved more
competencies with their poems, hand crafts, souvenirs, posters, video, slides,
photos.etc Three core competencies will be formed and developed gradually
from the beginning of the year to the end as follows:
Autonomy and self-study capacity
In term of autonomy, Students took the initiative and actively perform your
own work in learning such as writing letters, composing poems, finding out
information about KM0; They knew how to actively help, share with friends while
performing tasks. They self-affirmed and defended legitimate rights and needs,
clearly expressed while writing cover letters, participating in interviews to win the
right to be selected, not to be excluded from the list.
 - Students through the willingness wrote poetry despite knowing nothing;
they were willing to accept and determine to overcome the learning challenges
given by the teachers. It showed a change in the way of thinking, expressing
attitudes and feelings to meet new requirements and new circumstances.
Furthermore, students could self-assess strengths and limitations of feelings and
emotions when writing poems about family feelings; They became more confident
when presenting in front of the group; When working in a team, they seemed
usually calm and well behaved. They knew how to stay away from social evils
after listening to the content and analysis of love, responsibility, avoiding evils,
filial piety to parents, love and respect for family and country in poems ,
handbooks .etcwritten by the students themselves. After the lessons on history in
their homeland, highlighting the glorious feats and sacrifices of their ancestors,
they would be grateful and regularly cultivate according to their personal striving
goals and civic values.
- In terms of career orientation, students were aware of their own personality
and life values. They knew the main information about the labor market, about the
requirements and prospects of the professions, which was evident when joining
and choosing for themselves one of eight companies, organizations, and centers to
apply for a job in unit 8. From this lesson, students determined the appropriate
development direction after high school; planning, choosing to study subjects
suitable for their career orientation.
- In term of self-study, self-improvement, Students defined learning tasks
based on achieved results and knew how to set detailed and specific learning goals
and overcome limitations.
- In terms of assessment and adjustment of study plans, Students gradually
formed their own learning style; search, evaluate and select appropriate materials
for different learning purposes and tasks; Record information in appropriate forms,
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convenient for remembering, using and supplementing when necessary. They can
self-recognize and correct their own mistakes and limitations in the learning
process.
Ability to communicate and cooperate
- Students determined the purpose of communication appropriate to the
communication context such as in an interview, at a historical places, to achieve
goals in communication. They knew how to choose content, text style, language
and other means of communication suitable to the communication situation as well
as how to use language in combination with a variety of non-verbal means to
present information, ideas, discuss, argue, evaluate scientific and artistic issues in
accordance with their abilities. They really felt active and confident in
communication; and knew how to control emotions and attitudes when speaking in
front of many people. They were really serious in the interview, happy and proud
at Km0 and emotional when listening to stories about featsAnd the teachers feel
sastified about it.
They determined their responsibilities and activities, knew how to analyze the
work that needs to be done to complete the group's tasks and ready to take on the
hard work of the team. About Identifying the needs and capabilities of
collaborators, through monitoring and evaluation, the ability of each team member
to complete the work could be suggested to adjust the work assignment plan and
organize the appropriate activities. 
 They also knew how to track the completion of work of individual members
and the whole group to harmonize coordination activities and how to humbly
absorb the contributed ideas and enthusiastically share and support the team
members.
As a result, they created many souvenirs, postcards, handbooks, craffs, slides,
poems
Moreover, basing on the group's performance goals, they could assess the
achievement of the goals of individuals, groups and other groups, especially,
Evaluation Board. They learned from their own experience and gave suggestions to
each person in the group.
One thing is quite interesting that students were proactive and confident in
communicating with international friends; They knew how to actively and actively
participate in a number of international integration activities suitable to themselves
and the characteristics of the school and the locality and how to find and read
foreign documents to serve their study and career orientation and that of their
friends. It was quite surprising that in the interview, they knew clearly about
Mockmun (United States), SM Entertainment ( Korea) Even, they talk with one
another in Korean!
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 Problem solving and creativity
Comparing with the requirements in table 3 (II.2), we see that students could
get new ideas quickly. They were ready to identify and clarify new and complex
information and ideas from a variety of sources and knew how to analyze
independent sources of information to see trends and credibility of new ideas.
When the teachers gave them some English poem samples, they still felt worried
but after listening to explaination, they did their best. Even, they raised many new
ideas in study and life (solutions for conserving Km0); created new elements based
on different ideas such as souvenirs, handbooks etc; formed and connected
ideas; researched to change the solution before the change of the context. They
became more mature to know how to ask many valuable questions, not easily
accept one-way information; not being biased when considering and evaluating
problems; interest in convincing arguments and evidence; willing to consider, re-
evaluate the problem.
The things they made proved it.
When working in a project, they had to detect and clarify the problem and
analyze situations in learning, detect and raise problem situations in learning.
They helped one another collect and clarify information related to the KMO,
letters; poems know how to propose and analyze some solutions to solve problems;
choose the most suitable solution, gather and coordinate resources (human,
material) necessary for the operation as well as how to adjust the plan and
implementation of the plan, the method and process of solving problems to suit the
situation to achieve high efficiency.
In short, not only core competencies are formed and developed through each
activity in each lesson, but also other competencies and qualities receive positive
feedback. Furthermore, the lesons brought us creating spiritual and material
products. One of those spiritual products is love. When writing a poem about the
family, searching for videos about the sacrifices of parents and brave soldiers
died in war or watching the group's presentation, there are students, even teachers
crying. The stories, the analysis of the poems they choose, the enthusiasm when
they compose are all fostering an infinite love for loving homes and those who
have given birth to them.
It is clear that both learning improved and the relationship between teachers
and students also grows. They finished the product, and they gave it as a souvenir
for their teachers and friends. 
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CONCLUSION
In the scope of this experience initiative, we have clarified some following
issues: 
First, we have clarified a number of teaching forms and methods, commonly
used techniques in the teaching process of English 12, in order to promote core
competencies for students.
Second, this initiative has identified the requirements of the three core
competencies that 12th graders need to achieve in the process of completing high
school.
Third, this initiative has also provided detailed specific sample lessons to
illustrate different activities and different teaching forms which form and develop
core competencies for students. 
Fourth, the teaching process proves that when core competencies are improved,
students’ quality is also affected in parallel.
 And in the implementation process, there are also difficulties that teachers
have to face. For example, each optional lesson lasts 45 minutes and each theme
consists of two or three periods. To implement project, it takes the teacher and
students a long time to prepare at home. 
Consequently, I have some suggestions for the applying this method as well as
the development direction of the topic as follows:
Each class group has different levels and teachers must choose the appropriate
form and method of teaching. For creative activities such as poetry writing,
depending on the level of each grade to ask for high or low, for example, just
writing and reading expressively without analysis.
For the interview, the 12th graders really need to let them practice for the real
interviews later. It has practical benefits, so teachers need to organize this activity
for grade 12 students with higher requirements.
With extracurricular activities, depending on the locality, teachers can change
the requirements and content suitably. 
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Table of Content
 INTRODUCTION.
1
CONTENT....2
Part I: Theoretical and practical background....2
I.1. What is competency? ........ 2
I.2. Developing competencies is the goal of the 2018 new general education
program. .......2
I.3. English in the formation and development of core competencies for students..2
I.4.The real state of developing core competencies for students in the process of
teaching English 12 at Tan Ky high school...4
Part II: Solutions to the problems..7
II.1. Determine core competencies’ requirements of 12th students ..7
II.2. Some activities have been implemented...9
II.3.1. An creative activity for the beginning of 12 graders....13
II.3.2. A learning project.........21
II.3.3. An extra-curricular activitiy......36
Part III: Findings and discussion............46
CONCLUSION.......50
REFERENCES 
APPENDIX 1: Questionnaires 
APPENDIX 2: Types of evaluation forms 
APPENDIX 3: Student products 
APPENDIX 4: Evidences of the lesson 
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