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MIIIO HHIC DJISIM IDJIJSVD
Môn: Cơ sở lý thuyết Hoá Học 36 tài liệu
Trường: Đại học Sư phạm Thành phố Hồ Chí Minh 738 tài liệu
Tác giả:
Danh sách Quiz
ACADEMIC ENGLISH 4
Language Institute
VAN LANG UNIVERSITY
A MANUAL FOR
STORYTELLING
PROJECT
Table of Contents
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I. Description
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The objectives of the project are stated as follows:
Storytelling Project
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II. Process
1. Overall Timeline and Penalty/Bonus
09Lesson 10Lesson 1249
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Phase Activities Submission Penalty/Bonus
Phase 1: Introduction and
Planning
(Lessons 1-4)
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Template
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Guidelines Worksheet0
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Presentation Draft
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Phase 2:
Development and Practice
(Lessons 5-9)
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Phase 3: Finalization and
Submission
(Lessons 10-12)
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Bonus:
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2. Suggested Topics for Project Brainstorming
Textbook Unit Topic Suggested Problem
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III. Product Requirements
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1. Format
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Video Presentation (GROUP WORK) :7Microsoft PowerPoint0
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least 2 minutes per speaker).
(4-5 minutes):
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2. Content
Story %09
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3. Language
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4. List of references (optional)
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IV. Assessment
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Group Grade (4 points)J=0product";0
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Individual Grade (6 points)J-0Ivideo presentation;
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1. Group Grade (Video & story – 4 Points)
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Format
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Introduction
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2. Individual Grade (Video Presentation - 6 Points)
Language (4 points)- Individual
2 1.5 1 0.5
Grammar &
Cohesion
● Shows a mixture of
grammatical
structures with a few
mistakes that do not
significantly affect
comprehension
● Links ideas with a
range of cohesive
devices and discourse
markers but not
always appropriately
Performance shares
features of Bands 2
and 1
Performance shares
features of Bands 2
and 1
● Shows a mixture of
grammatical
structures with some
mistakes that may
affect comprehension
● Links ideas with a
limited range of
cohesive devices and
discourse markers
with significant errors
● Shows only limited
control of a few
grammatical forms
with a lot of mistakes
that may affect
Comprehension
● Does not link ideas
with cohesive devices
and discourse markers
.
Vocabulary ● Uses a wide range of
vocabulary and
shows some eorts
of avoiding lexical
repeon.
● Has generally high
lexical accuracy
despite some
confusion and
incorrect word
choices.
● Uses a basic range of
vocabulary and oen
repeats words.
● Has basic lexical
accuracy with
frequent confusion
and incorrect word
choices.
● Uses a very limited
range of vocabulary
and struggles to avoid
repeon.
● Has low lexical
accuracy with many
incorrect word
choices and
confusion.
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Content Delivery (1 point)- Individual
1 0.75 0.5 0.25
Pronuncia'on &
Voice projec'on
● Pronounces
individual sounds
clearly and
accurately.
● Places word stress
correctly and uses
sentence stress
effectively.
● Enhances meaning
with accurate
intonation patterns.
● Speaks clearly and
confidently, using
appropriate volume
and variation in voice
to engage listeners
effectively.
● Arculates
individual sounds
clearly with
occasional errors.
● Places word stress
mostly accurately
and makes eorts
with sentence
stress.
● Uses intonaon to
enhance meaning
but may lack
consistency.
● Speaks clearly but
may somemes be
too quiet or lack
variaon in voice,
making it harder to
maintain listener
engagement.
● Makes frequent
errors with individual
sounds but is
generally
understandable.
● Misplaces word stress
occasionally, leading
to some
mispronunciaons.
● A&empts intonaon
but may not always
enhance meaning.
● Speaks too quietly or
boringly, making it
hard for listeners to
stay engaged and
understand the
message.
● Struggles with
individual sounds,
leading to frequent
mispronunciaons.
● Places word stress
incorrectly oen,
making speech hard
to understand.
● Uses intonaon
rarely and
ineecvely.
● Speaks too quietly or
in a boring manner,
making it very
di'cult for listeners
to stay engaged and
understand the
message.
Body language (1 point)- Individual
1
0.75
0.5
0.25
Body Language ● Sits up/stands up
straight and looks
calm and con)dent.
● Sits up/stands up
straight but seems
not very con)dent.
● Oen leans down or
doesn’t sit/stand
straight.
● Almost never looks at
the camera.
● Face shows no feeling
● Oen looks at the
camera.
● Face shows feelings
that match the
message of the
presentaon.
● Somemes looks at
the camera.
● Face shows some
feelings.
● Rarely looks at the
camera.
● Face shows li&le
feeling.
or does not match
the message of the
presentaon.
V. Backup Plan
09409military trainingother
valid reasons (such as illness)(490prior contributions and
additional tasks
Phase & Lessons Situations & Possible Solutions
Phase 1: Introduction
and Planning (Lessons
1-4)
90
After returning, students will be assigned additional
tasks to compensate for their absence.
Suggested additional tasks:
-A90
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Phase 2: Development
and Practice (Lessons 5-
9)
90
After returning, students will be assigned additional
tasks to compensate for their absence.
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Phase 3: Finalization
and Submission
(Lessons 10-12)
90
:If the students cannot participate in recording the video with
their group, 09
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v Group Note:If a group member is absent and cannot
participate in the recording, the group will present the
entire prepared content, including the absent member's
section.
v Individual Note< To ensure individual accountability, the
absent student must record a video answering the
reflection questions for individual grading. The group
'
grade will still be assessed collectively with the other
members.
0940
94
1. Presentation Format
7Microsoft PowerPoint0
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7Microsoft Teams/Stream0
90.0
04
0camera400
0minimum1 - 2 minutes(Depending
on the minimum presentation time requirement applied
to each specific project. Please refer to the rubric and
inform the students accordingly.)
2. Submission Deadline
90.00
no later than 3 days after the 12th class session
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VI. Guide to using the attached portfolio+
1. What is a Portfolio?+
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2. How to use
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VII. Appendix
1. Project Understanding Checklist
(For Lecturers: This is an optional activity that can be used to assess students' understanding of
the project from Lesson 1. It provides valuable insights into their learning progress.*
Choose the best answer for each question
1. What to submit
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2. Implementation
How will your group (3-5 students) complete the project?
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In this part, lecturers and students can find:
1. Project Understanding Checklist for Lesson 1
2. Story Ideas for the project
3. Suggested ideas to give feedback for Phase 1
4. Samples for
- Brainstorming Guidelines .
- Presentation Draft
- Script
- Video group presentation and teacher’s grade.
- Self-Reflection
2. Some suggested ideas for the stories (Photos & Interviews)
(For Lecturers: ideas can be used to instruct students to brainstorm the topic.)+
Topics in the BooksforReading -Writing and Listening-Speaking
Unit Topics
(Reading-
Writing)
Problem Picture Idea Interview Question
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(Listening-
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Problem Picture Idea Interview Question
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3. Suggested ideas to give feedback
(For Lecturers: Teachers can use the checklist to give Feedback for students after they complete
Phase 1)
1/ Is the Brainstorming Guidelines Template well completed?==
=☐= Yes ☐= No=
2/ Is the idea feasible? =
☐ Yes ☐= No=
3/ Are the roles and responsibilities of each group member clearly defined?=
☐ Yes ☐= No=
4/ Is there a clear plan for how the information will be collected and analyzed?=
Yes ☐= No=
5/ Are there some drafted interview questions? =
☐ Yes ☐= No=
6/ Do the drafted interview questions match the purpose of the project? =
☐ Yes ☐ No==
7/ Did the group submit all of the following worksheets?=
Roles=
☐= Yes= ☐= No=
Narrative and Presentation Draft=
☐ Yes= ☐= No=
If not, which worksheet(s) wasn’t/weren’t submitted?
4. Samples
Brainstorming Guidelines
Storytelling Project
a. Project Topic
💡In groups of 3-5;40choose ONE0494M
Option 1: Choose a
given topic
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N0<(Unit 6) - The Decline of Face-to-Face
Communication in the Digital Age
b. Information collection
&
💡In your group;which form of information you will collect: real
pictures OR/ AND interview videos.
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Form of
Information
Collection
Tools
Needed
Ideas
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We take photos in public spaces (cafeterias,
libraries) to see how students communicate with
each other
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Question 1:
How often do you use your smartphones?
Question 2:
Do you prefer texting or talking in person? Why?
Question 3:
What do you think about some advantages of digital
communication?
Question 4:
What are some disadvantages when you chat with
others via apps?
Narrative and Video Presentation draft
💡 In your group, discuss the questions below and plan your project accordingly
Product Requirements
Section
Activities Key Points / Notes
(Do not use full sentences)
INTRODUCTION (4-5 minutes)
F
Opening & Team
introduction
0
0
We are Group [X] from [Class Name].
Introduce the members’ names [Name]
Our important topic: The Decline of Face-
to-Face Communication in the Digital Age.
Story of Self 0
:
0
0
Last week, lunch with friends à Everyone
focused on phones à losing real
conversation???
Story of Us %0
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similar experiences: students sit together
but don’t talk => a widespread issue
Story of Now =5400
40
9
a major social shift - affect relationships,
mental well-being, and communication skills
à investigate the causes and impacts of this
change
Purpose of the
Project
0
0
To find why face-to-face communication
is declining and how it affects people
socially and emotionally
To explore ways to maintain real human
connections
Research Methods 90
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490
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✅ Observations –in public spaces
(cafeterias, libraries) à to see how students
communicate
✅ Interviews –ask about students’
preferences and experiences with face-to-
face vs. digital communication
✅ (Insert a short clip of students sitting
together but using their phones instead of
talking.)
BODY (5-6 minutes)
Findings ':6
9
490
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(1) Observations – Photos & Videos
✅ some real images from our university:
✅ (Show images of students in groups using
phones instead of talking)
=> in social settings, students often prefer
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