SKKN Applying integrated teaching methodology to teach some English lessons for students in 12 form...

SKKN Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh upper Secondary school 1 1 INTRODUCTION 1 1 The reason for choosing the topic Implementing the resolution of the 8th Plenum of the Xth National Assembly on fundamental and comprehensive reform of educational training, our education sector is preparing to make all – round innovations in the coming years In particular, the trend of integrated teaching is being mentioned in the develop[.]

1.INTRODUCTION

1.1.The reason for choosing the topic.

Implementing the resolution of the 8th Plenum of the Xth National Assembly on fundamental and comprehensive reform of educational training, our education sector is preparing to make all – round innovations in the coming years In particular, the trend of integrated teaching is being mentioned in the development

of textbooks and teaching methods The problem for the education sector is: How can knowledge content become interesting and meaningful in life? How should learning be aimed at improving problem – solving skills, especially on a variety of practical issues? Do you have to teach knowledge according to each lesson, students understand and use knowledge? Answering these questions means identifying educational goal in the new age Integrated teaching is one of the teaching styles appropriate to the current objective of innovation and meeting the learning needs of the 21st century In term of teaching theory, integration is understood to be a systematic combination of different degrees, knowledge, skills

in different disciplines or components of a subject that study into a unifying content, based on theoretical and practical links that are addressed in the subject matter or components of the subject Integrated teaching or thematic instruction in

an approach in which teaching content is presented on a topic or topic basis Each theme is introduced in small lessons, so learners can have to understand and develop connections with what they already know and appriciate This approach integrates knowledge from a variety of disciplines and encourage learners to deepen their understanding of the subject To read materials from multiple sources, and to engage in a variety of activities The use of multiple sources of information encourage learners to participate in the preparation of lessons, materials, and positive and deeper thinking than traditional lesrning with only one source As a result, they will understand and feel more confident in learning [1]

Threfore, integrated teaching is an advanced and modern teaching trend that many teachers have in practice In particular, English is a subject that can integrate the knowledge of other subjects However, in reality, most teachers have only specialized training, so knowledge of other subject areas is a relatively difficult task

of each teacher Therefore, sometime teach this subject but not see the content of the problem is related to another subject and can use the knowledge of other subjects to further clarify the issue they are teaching This is the reason for teachers

in general subjects and subjects in English in particular are afraid to build themes to organize integrated teaching In order for the lecture content to be more lively, the teaching styles are varied and especially the student have the opportunity to recognize the same problem but have many subjects adjusted together to help them better understand the issue and the word It provides them with the skills to solve the problems, explain phenomena in nature in life as well as in learning

From above reasons, I am always anxious to find out which method can help students in my school feel excited about learning English So that the quality of

study time is more effective Experience initiative entitle “Applying integrated

teaching methodology to teach some English lessons for students in 12 form at

Le Van Linh upper Secondary school” Experience is drawn from the research and

teaching experience for many years With this initiative, I just want to help students use the kowledge of Geography, History, Biology and Physical Education… to learn English in order to make the lessons more useful and atractive, besides, students aslo use their knowledge from other subjects to broaden their vocabulary and knowledge From there, they realise that learning English is always a continuos process of interation between subjects Above thought is very important and the topic that I think carefully, and apply in my teaching and gained certain results

1.2.Aims of the study.

Before asking about teaching method innovation, how to improve the quality of hours? How to use the method to calculate the positive, take the initiative and creativity of the students? It is anxiety, distress, thoughts of teachers’team who are ready to dedicate all their all lives for teaching job That is why every teacher we continue to create, learn from colleagues to find out the best and the most suitable method for our students Being an English teacher I am myself always worried about my teaching and try to seek the best solution to convey knowledge for my own students in an effective way To stimulate the self-awareness and the initiative

of the students in the teaching hours It is the teacher that helps students to take part in activities [2]

I myself write this topic so that I can share and receive the colleagues’ answer to help me become more and more creative in my teaching and improve the quality of English subject better and better

1.3 Research object.

Research for methods, techniques and steps to guide students to learn the integrated approach in an effective way

I have applied this topic since school year 2015- 2016 for students in grade 12 at LeVan Linh school in the process of implementing innovative educational methods

1.4.Methods of study.

In the studying course of my own topic, I myself carry out investigation methods, analyse from the practical requirements with the learned knowlegde to come to the conclusion for the study, such as:

- Theoretical and experimental experience in present environment to build up the subject

- Read and study the document from which to introduce to teaching and drawn experience

- Observe the process of students’learning to help them overcome difficulties in their study

- Having statistics and compare the result of the students through the tests

2 THE CONTENT

2.1 THEORETICAL BASIS.

Integrated teaching is one of the most important principles in teaching This is considered a modern teaching concept so as to promote students’ activeness while improving the quality of education in schools

Interdisciplinary integration of teaching is a form of exploring cross-disciplinary contents, common concepts and ideas between related subjects These parts may be

in different subjects but they help one another to solve situations and phenomena in life Integration can be understood in the following ways [3]

- Multidisciplinary integration

- Interdisciplinary integration

- Transdisciplinary integration

2.1.1 Multidisciplinary integration.

Multidisciplinary integration approaches focus first on subjects, related subjects have a common orientation in content and teaching method, but each has its own program Multidisciplinary integration is carried out in a way that organizes standards from subjects areas around a topic, topic or project, enabling learners to combine the knowledge of relevant subjects There are many different ways to create a multidisciplinary integration program, and they differ in the degree of integrated effort

2.1.2 Interdisciplinary integration.

By integrating the interdisciplinary approach, teachers organize curriculum based

on common learning content: Interdisciplinary subjects, concepts, concepts and skills They connect common learning content in subjects to emphasize interdisciplinary concepts and skills Subjects can be identified, but they think less important than multidisciplinary approach

Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a certain set of topics through out grades, for example, Geography, History, Biology, Social studies, Citizenship, Chemistry, Physics are integrated into the study “ Social and environmental studies” in Primary education in England, Australia, Singapore and Thailand,…

2.1.3 Transdisciplinary integration.

In the cross-disciplinary approach, the teacher organizes the learning program around the issues and concerns of the learners Students develop living skills when they apply subject and interdisciplinary skills to the real content of life Two paths lead to the cross-disciplinary integration: Project - based learning and negotiating the curriculum

From the above, we see integrated thinking rooted in the basis of science and life First of all, we know that life is a great encyclopedia, a great collection of knowledge, experience and method Every situation happening in life is always an integrated one It’s not possible to solve a problem and tasks of theory and practice without using the combined and coordinated multidisciplinary skills of many different fields

Integrating in schools will help students learn smartly and creatively Knowledge, skills and methods of comprehensive, harmoniousband and sensible amount of knowledge in solving various and new situation in modern life

2.2 THE REALITY OF THE PROBLEM BEFORE APPLYING THE EXPERIENCE INITIATIVE.

2.2.1 General status.

Through chatting, exchanging with colleagues as well as serveying 90 students

in classes 12A, 12C, I realized that the status of teaching and learning English in

my school as follow:

2.2.2.Requirements for teachers.

Most of the school’s teachers are advanced ones, enthusiastic and creative in their work, eager to learn However some of them are still shy in method innovation, do not dare to change or re-design textbooks They can not find out many different methods to refine tasks In particular, a small number of teachers also believe that forein language teaching only teach vocabularies, structures and teach students how to do so that they achieve high results in the examination

2.2.3 Requirements for students.

2.2.3.1 Advantages.

Firstly, Students are in 12th form have acess to 3 years of high school systerm of education, so they are not surprised or strange with the forms of examination and evaluation that the teachers set

Secondly, students have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through subjects such as Literature, History, Geography

Thirdly, in subjects such as Literature, History, Geography Students have learnt many subjects integrated in the lessons Therefore, when It’s necessary to combine knowledge of a particular subject into foreign language to solve a problem in the units, they will not feel surprised

2.2.3.2 Disadvantages.

According to the statistics from the survey early this year, most of students say that English is a difficult subject, want to study this subject well need to learn lots

of vocabularies and structures and only individual learning don’t need to be integrated into any subjects

Inshort, integration in teaching will help students develop thinking, creative in learning and practical application For myself, in the past few years, especially in school year 2015 – 2016, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interest to help students know the knowledge

of other subsects such as History, Geography, Physical Education and Biology to study English more effectively

2.2.3.3 Detailed description of the nature and content of the solution.

2.2.3.3.1 Aim of the solution.

Study the theoretical issues of integrated teaching and practical teaching to do scientific basis for the application of integrated teaching in foreign language at Le Van Linh high school

2.2.3.3.2 Differences.

Teaching foreign language through the integration of background knowledge of other subjects such as History, Geography, Physical Education and Biology

2.2.3.3.3.The novelly of the solution compared to the one already implemented.

Provide specific integrated activities for each type of lesson The following are integrated instructional programmers taught in 12th grade at Le Van Linh high school in the 2015-2016 school year

2.3 INTEGRATED TEACHING METHODS USED TO SOLVE THE PROBLEM

2.3.1 Integrated lesson plan with Physical Education.

UNIT 12: WATER SPORTS

Lesson 1: Reading

I Objectives:

1 Educational aim: By the end of this lesson, student will be able to:

- Apply the knowledge of Physical Education to learn English, especially to comprehend the text through some types of exercises: interpreting video clip to answer questions and gap-filling

- Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively

2.Knowledge:

- Be updated and know the way to play a new sport – Water Polo

3 Skills:

- Develop such reading micro - skills as scanning the text & find out the specific information to complete the table about water polo with the help from teacher

- Understand the text and answer all the questions in task 3 correctly (can repeat sentences in the reading text)

- Complete the table to compare between football and water polo ( places to play, numbers of players, )

II Methods:

- integrated, mainly communicative

III Teaching aids:

- Lesson plan

- Pictures, video clips about water polo

- Projector

IV Procedure:

1.Check sts’ attendance: 12A……… 12C………

2 Check previous lesson:

3 New lesson:

Teacher’s activites

*Integration of other subjects in

teaching English

Students’ activities and lesson content

- Applying Physical Education knowledge to guess the name of the lesson and the content of the reading passage.

I Warm up:

- T shows Ss pictures of some sports and

ask Ss to tell the type of sport

- Lead in the topic of the lesson: WATER

SPORT

I Warm up:

* Questions:

1 Look at these pictures and tell me what type of sport it is

- Lead in the new lesson: Today we are

going to learn about Water sports

- T shows some pictures and ask Ss to

apply the knowlege of Physical education

to match with the name of sport ( Water

polo or Football)

2 Look at these pictures and match with the suitable sport

(1) (2)

(3) (4)

(5) (6)

II Before you read:

- Integration of Physical Education

knowledge

- Ask Ss to watch a video clip and answer

some questions.(T teaches some

vocabularies)

+ Where is water polo played?

+ Do people play it by hand or foot?

+ How do people distinguish the players?

+ Can you use some words to describe

about water polo?

- Call on a student to speak out the

answers

- Ask Ss to work in pairs, match the words

in column A with their meanings in

column B

- Check the answer with the whole class

- Feedback and give correct answers

III While you read:

( For this part, T asks students to do tasks

in the textbooks, T uses private methods

* Expected answers:

- Football: 1, 3, 5

- Water polo: 2, 4, 6

II Before you read:

- Applying Physical Education knowledge to watch video clip and analyze the scences to give the Vietnamese names for the words.

- Watch video clip and answer some questions

* Vocabularies:

- pool (n) bể bơi,hồ bơi

- cap (n) mũ

- vertical post (n) cột dọc

- cross bar (n) Xà ngang

- goalie (n) thủ môn

- opponent (n) đối phương

- penalize (v) phạt = punish

- eject (v) đuổi ra

- tie (n) trận hòa

- referee (n) trọng tài

* Check the new words

1.opponent

2 penalize

3 eject

4 foul

5 tie

a to make someone leave

a game.

b an action in sports that

is against the rules.

c to punish a team or player who breaks the rules.

d a situation in a game when two teams have the same scores.

e someone who tries to defeat another person in a competition.

III While you read:

- Do as the requirement of the

2.3.2 Integrated lesson plan with History and Biology subjects.

Unit 14 : International Organizations

Lesson 2 - Speaking

I Objectives:

1.Educational aim: Students could ask and answer about international

organizations in the world

2 Knowledge:

- General knowledge: By the end of the lesson students can practise a dialogue about some international organizations

- Language: asking for and giving information from a passage

- New words: words related to the topic

of foreign laguage to teach

IV After you read:

*Integration:

- Work in groups Complete the table to

compare football and water polo Then

make a record in front of the class

- Encourage Ss to find as much

information as possible

- Call on some students to present in front

of the class

V Homework:

- Ask Ss to learn new words and write a

paragraph to compare football and water

polo based on the table in “After you

read”

teacher

IV After you read:

Integration: to do these tasks, students have to apply the knowledge of Physical Education and their understanding about football.

Football Water polo Place to

play Equipment

Number of players Length of game Main rules

V Homework:

- Learn new words

- Write a paragraph to compare football and water polo

3 Skills: talking about international organizations and their activities in charity and

volunteer work

II Method: integrated, mainly communicative

III Teaching aids: pictures ,textbook,projector.

IV Procedure:

1 Check sts’ attendance: 12 A 12C

2 Check previous lesson:

3 New lesson

Teacher’s activities Students’ activities

I.Warm-up:

*Integration of other subjects in

teaching English

- Ask students to keep book close

- Ask students to look at the logos and

match them with the organizations they

stand for

- Check in front of the class

- Tell students to understand more about

international organizations

(We learn Unit 14, part- speaking)

II.Pre-speaking : Integration of other

subjects in teaching English

Task 1 Work in pairs

I.Warm-up:

-Applying History knowledge and

the logos to match them with the organazations they stand for

- Keep books close

- Listen to the teacher

- Look at the board and try to remember name and logos of each organization

II.Pre-speaking :

-Applying History knowledge they

have learnt to anwser the questions.

Task 1 Work in pairs