(SKKN mới NHẤT) using the intergrated teaching methodology to teach unit 2 clothing section getting starte listen and read english 9

Reasons for choosing the topic According to the innovative orientation in teaching methods in lowersecondary schools stimulate and develop self-learning ability in order to createpositi

PART I INTRODUCTION 2

1 Reasons for choosing the topic 2

2 Aims of the study 2

3 Object of study: 3

4 Research methods: 3

PART II: CONTENT OF INITIATIVE 4

1 Theoretical basis: 4

2 The problems before initiative 4

3 The initiatives or solutions have been used to solve the problem 5

3.1 What has been done and the results have been tested 5

a Topic learning: 5

b Objectives of teaching: 5

c Meaning, role: 5

d Teaching equipment: 5

e Teaching activities and teaching process 5

3.2 Content implemented: 5

a Knowledge: Three levels assessment: 6

b Skills: 6

c About the attitude: 6

d Ways of checking and evaluating about learning results, products of students 6

e Products of students: 6

3.3 Content of the lesson: 6

3.4 The effectiveness of initiative for educational activities, with myself, colleagues and the school 23

PART III: CONCLUSION AND RECCOMENDATIONS 24

1 Conclusions: 24

2 Recommendation: 24

REFERENCES 25

PART I INTRODUCTION

1 Reasons for choosing the topic

According to the innovative orientation in teaching methods in lowersecondary schools stimulate and develop self-learning ability in order to createpositive, independent and creative thinking for the students as well as improvecapacity, find out and solve problems, practice skills to apply knowledge intoreality It affects the emotions, bring pleasure and excitement to study for students English is a specific subject, in the linguistic domain, associated with theculture of communicative language Therefore, the environment is the mostimportant condition for the teacher as well as the learners to approach and developthe skills of listening, speaking, reading and writing However, the Vietnameseenvironment and culture are much different from the British environment andculture So how can English become more familiar and familiar in the normallearning environment so that students will feel excited and easy to use thislanguage in their lives, thereby improving the effectiveness of teaching andlearning English? This is a difficult question for a teacher of English in a smallschool with lots of facility difficulties as me

After over thinking and testing, I think, the best way to solve this problem is tocreate a student environment that is close to their own lives in English It is Englishthat is as close as the things around you And the most effective way is to applyinterdisciplinary knowledge in the English teaching process Then, English became

a means of transmitting knowledge and culture more purely Vietnamese, createexcitement and motivation for students, and make an important contribution toimproving the effectiveness of teaching and learning English at Ham Rong Lower

Secondary School Therefore, I chose the topic "using integrated teaching

methodology to teach English" to make my initiative Specifically: Using the

integrated teaching methodology to teach "Unit 2- Clothing- Getting started +

listen and read - English 9"

2 Aims of the study

In the present stage, the education of our country in general and the provincialeducation department in particular have been focusing on the innovation ofteaching methods It is also indispensable for students to gain knowledge as well asthe teachers apply it into reality teaching in secondary schools

From the fact of teaching, through colleagues’ ideas I found that: Most of theaverage and low grade students are afraid to learn English Specifically, for the 9thgraders, when the number of new words is large, and access to more difficultstructures, the higher level of skills, many students are no longer highly interested

Therefore, inatiative ideas are carried out with the following aims:

- To reseach on students at HR Lower Secondary School , grade 9 to find outthe reasons, causes that makes them afraid of learning foreign languages

- To seek measures to overcome the situation: students in grade 9 and othergrades who are afraid of learning foreign languages

- To apply measures , specifically integrate many subjects in teaching English

to enhance effects and stimulate the students’ interest with this subject

- To reseach the students’ reaction , receptive ability and studying result afterapplying to access the affect of inatiative ideas

PART II: CONTENT OF INITIATIVE

1 Theoretical basis:

Due to the increasing application for English to meet the demand for quality

of social labor, the development of skills suited to the needs of the subject and thesocial needs of integration period is the most important task of the subject

Teaching and learning English have only focused, on vocabulary andgrammatical structure for long time, so for the majority of students, especiallystudents who are not hardworking, will feel bored, afraid to learn and memorize .The total reform of teaching methods in a positive orientation with student-centered Teaching with capacity-building orientation is a common task of theentire education sector;in order to gain basic and full reform for education andtraining

English is not out of the general trend There are many methods, ways andforms of innovation teaching English, in which an interdisciplinary integrationmethod is suitable for students in a poor economic area with little communicativeconditions about the cultural background Interdisciplinary integration teachingmethod in English will help students feel closer, more excited, and manageable ofEnglish in other science subjects and into daily life

2 The problems before initiative.

- Most of the 9th grade students who are afraid to learn English, unfamiliarwith the use of English, just try to learn, remember the vocabulary andgrammatical structure to serve the exam They do not determine to learn English toperfect skills of an employee in the future

- The survey on the interest in English, 48 students in grade 9 of Ham Rongsecondary school, results as follows:

Total

of

students

Thus, the number of students who is interested in English is not great, whilethe number of students who are not interested and hate to learn English is very high,accounting for 56,2%

3 The initiatives or solutions have been used to solve the problem.

3.1 What has been done and the results have been tested

a Topic learning:

Integrated subject teaching:Literature, History, Music and Civiceducation,art via the topic: the use of interdisciplinary teaching methods toteach English.

e Teaching activities and teaching process

- Due to the limited time, I just introduce my product designed: Description ofteaching and learning activities in English lesson plan of grade 9, period 8: Unit 2.Clothing- section: Getting started + listen and read

- To teach subject-oriented integrated topics, such as: Using interdisciplinary

teaching methodology in teaching English, namely, Unit 2: Getting stared + listenand Read I have used the relevant knowledge of subjects such as Arts, History,Music, Civic education to increase the interest in learning, and stimulate the ability

to use English for solving the problem of the lesson

- Practice reading and listening skills

- Ability to use subject knowledge to answer questions from the unit

c About the attitude:

- Consciousness, the spirit of participating in learning

- Sentiment of students in the subject and other related subjects

d Ways of checking and evaluating about learning results, products ofstudents

Teacher evaluates the results, products of students

- students self-evaluation results, products, (groups, groups)

- Questionnaire on evaluation of results, products of students

- Students answer the question in (Exercisse 1a) ( individual)

- Students make comparisons between traditional ao dai and modern ao dai( extra exersise 1b) (work in groups)

- Students are able to apply to introduce about the “Aodai” and express thelove of the country, the national pride (extraexersise 2) (individual)

3.3 Content of the lesson:

English 9- Unit 2- Clothing- Getting started+listen and read

* Integration with Literature

- Students know how to introduce Vietnamese Ao Dai, using the textualknowledge of Literature in the speech

* Integration with History, Civic education:

- Students need to know the knowledge about the developing stages ofVietnamese Ao Dai, use the knowledge of history, Civic education to love thehomeland, the country, love, respect and pride about the traditional costume of thenation in the introduction about VietnameseAo Dai

* Integration with Music:

- Students can sing a song about Vietnamese Ao Dai

- Students have the ability to apply knowledge of music (rhyming, )

III Object of the lesson:

- Grade: grade 9 (9A, 9B)

- The lesson has been used to improve the listening, speaking, reading andwriting skills of students Students can exchange, discuss and be able to present inEnglish.

- For integrated parts, students can apply in their daily lives, such asintroducing Vietnamese traditional dress, Aodai with international friends, usingLiterature and also using equivalent English structures

- Students learn and introduce Vietnamese Ao Dai through periods ofdevelopment using the language or knowledge of History, and also using theequivalent English structures

- Students learn how to introduce the traditional Aodai of Vietnam withinternational friends, thus they are more beloved, cherished and proud oftraditional costumes of Vietnam

1.1 Warmup: (Getting started)

- Students works in groups, look at the clothes the people in these pictures(p.13) are wearing and take turn to decide where they come from by asking andanswering)

- Teachers clarify the meaning of new words:

A kimono : áo ki mô nô (Traditional dress of the Japanese )

A sa-ri: xa ri (Cloth wrapped around the body instead of clothes)

A veil: mạng che mặt

- Teacher call representatives of the groups answer the questions

- T models picture a : Teacher: Where does she come from?

Students: She comes from JapanTeacher: How do you know?

Students: Because she is wearing a kimono

* Key:

a) She comes from Vietnam She is wearing Aodai

b) He comes from Scotland (Uk) He is wearing a kilt

c) She comes from India She is wearing a Sari

d) He comes from the USA He is wearing jeans

e) She comes from (Saudi) Arabia She is wearing a veil.

- Teacher shows more pictures, and asks students:

- What’s subject of these pictures?

- Ss give answer “ it’s about Ao dai”

- Teacher: “In the lesson today we will study more about Ao Dai!” 1.2 Preteach vocabulary:

- design (v) : thiết kế (explanation)

- fashionable (a): (thuộc) thời trang, mốt (synonym) = mordern

- slit (n) : đường xẻ (show the picture, look at the picture “ Ao dai

is slits on the sides” )

Ao dai is slit on the sides

- tunic(n) : áo dài thắt ngang hông (translation)

- loose (a) = baggy : rông thùng thình (synonym)

- pattern (n) : mẫu vẽ,hoa văn (show the picture)

- inspiration (n): cảm hứng (translation)

Teacher asks sts to read the new words in chorus and individually.

- Check the new words by matching words

*1.3 Prequestion:

Get Ss predict the questions:

a Who usually wears Ao dai nowadays? What about in the past?

b.What are the differences between traditional Ao dai and modern one?

2 Whilereading:

- Call 2 SS to tell their predictions, teacher writes down on the board

- Let SS listen to the tape to check their predictions (once)

Let SS listen to the tape again to check and correct prediction

- Have them open the text books,read the dialogue in silence then correct thefalse statements and give the key

a Nowadays women usually wear it.And in the past, it was frequently worn

by both men and women

b Modern Ao dai look modern and very fashionable.And VietNamesewomen wear the unique dress

- Students practice reading the text silently to get information about Ao dai

* Integration with History :

- Teachers use history knowledge and somes pictures to talk about Ao dai Vietnam - the way history, help students get more information.

- The long dress exist over time, is considered the traditional costume nature

of the long history of Vietnam

pattern

- The image with two Vietnamese ao dai dress has been found through thecarvings on the drums of Dong Son and artifacts from every thousand years today(2879.BC -258.BC)

Costumes for the ancient Vietnamese shown on Dong Son

 “Giao lanh” dress (Áo giao lãnh) (the 17th century)

Primitive style of gown is assigned the four tie coat, the predecessor of thefour-shirt

Vietnamese women dressed “Giao lanh” dress

 Four-robe , five- robe ( Áo tứ thân – áo ngũ thân)

(the 18 th century to the early 20 th century)

Four-robe

- During the 18th century to the early 20th century, where urban women havenighty body style variations from four-robe to show wealth and social status ofwomen

Photos show the class distinctions in a family, the owner dressed in a robe, the servant wearing a four-robe

five-( five- robe)

 Lemur long dress (1939 – 1943)

- Unlike traditional wide in shape, tunic Le Mur curve hugging the bodywith more westernized as bulging arms, neck carved heart-shaped, nail bow shirt

"hybrid" But this type of clothing only exist until about 1943

Le Mur long dress (1938)

* Long dress with a sleeve raglan assembly (1960)

- 1960 Dung Tailors in Dakao ,Saigon, Saigon offer style long dress with asleeve raglan assembly Item buttons are arranged to run from the neck to thearmpit diagonally, and then runs along one side With raglan sleeve assemblyfabric tight lanes, tight-fitting tunic made every curve of the woman's body,creating more aesthetic

Long dress with a sleeve raglan assembly

*Gown Madame Nhu ( In the early 1960s) (Áo dài Bà Nhu )

- In the early 1960s, Mrs Tran Le Xuan, Ngo Dinh Nhu's wife, designed theopen-necked tunic style, also called neck boat neck cut Gown Madame Nhu hadfaced strong reactions because contrary to traditional habits and customs of thesociety of that time

Gown Madame Nhu

- Approaching the end of the 60s, mini tunic became fashionable Short shirtand narrow tie, with the knee, wider shirt, no waists Sew sleeves are rolledout Clothing garment apparel bears long with wide

* Modern Ao dai (1970 – nay)

- By the 90s, long coat is back, more sophisticated, more elegant, and began

to think about international friends as a symbol of women Vietnam

- Get students work in two groups, read the text again and complete sentences onpart a, page14, use the information from the passage.

- Representatives of the groups go to the board ,complete the sentence Eachcall represents one of the groups

- Students compare the answers of the two groups on the board

- Give feedback and correct

* Key:

1 For a long time the ao dai has been the subject of poems, novels and

songs.

2 The ao dai is described as a long silk tunic that is slit on the sides and

worn over loose pants.

3.The majority of Vietnamese woman prefer to wear modern clothing at

work.

4.Some designers have modernized the ao dai by printing lines of poetry on

it.

5.Another alternative is to add symbols such as suns, stars, crosses and

stripesto the ao dai.

1.Traditional, men and women used to wear the “ao dai”

2.Because it is more convenient

3.They have printed lines of poetry on it or have added symbols such assuns, stars, crosses and stripes to the “ao dai”

*/ Integration with art:

- There are many famous painting about “Ao dai”, for example:

To Ngoc Van's painting, "The girl with lilies", is one of the first and most famous Vietnamese paintings depicting a girl in a white dress Side by side with a lily flower (lilies)