(SKKN 2022) helping the 11th grade students of lam kinh high school learn english effectively by integrating the knowledge of other subjects into english lessons

REASONS FOR CHOOSING THE TOPIC: Secondary students have been acquainted with the amount of knowledge from many different areas through these subjects such as Mathematics, Physics, Chemis

1 INTRODUCTION

1.1 REASONS FOR CHOOSING THE TOPIC:

Secondary students have been acquainted with the amount of knowledge from many different areas through these subjects such as Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English All knowledge in life is related The subjects in the school today are different but they are always related and complementary Therefore, teaching in an integrated way is a modern and advanced teaching trend that many teachers have practiced

in practice In particular, English is a subject that can integrate much knowledge

of other subjects When building lessons of each lesson in English, teachers will easily see the content of that lesson related to which knowledge to build lesson plans towards integration, exploitation and opening widely knowledge in other subjects

For many years, I have been teaching English in a high school Thus, to help students be interested in the subject and be effective in teaching English, teachers have to innovate the teaching methods In addition, the knowledge is more diversified and tends to be close Especially the social subjects are closely linked Therefore, how do students get bored, how do they use the knowledge they have learned, the available knowledge to solve a problem is a worthwhile story in every school? However, how to integrate many subjects in a period is always a concern for many teachers by many objective and subjective reasons from teachers and learners The learning condition is limited and the knowledge

is a lot Students' vocabularies are not a lot so they have difficulty communicating and expressing ideas In addition to equipping themselves with the good knowledge in the field of specialization, teachers also have to learn about other subjects for proper and effective integration To be concerned about the difficulties and limitations in the lessons and through a test time in the grade

of 11 with the spirit of constantly exploring, learning to gradually innovate methods, applying the view of integration into teaching English To improve the quality of education subjects in particular and the quality of education in

secondary schools in general, I have decided to select the topic " Helping the 11 th grade students of Lam Kinh High School learn English effectively by integrating the knowledge of other subjects into English lessons" From my

own practical application, I would like to contribute a small part to the process

of renovating teaching methods and raise the quality of the whole department

1.2 RESEARCH PURPOSES:

Over the past few years, the Ministry of Education and Training has directed many kinds of textbooks in the direction of communication for schools However, new syllabus and textbooks have higher difficulty levels, good and new topics, and more knowledge related to other cultural subjects If teachers only prepare students for grammar and vocabulary related to topics but forget the subjectivity among subjects, lessons will be dry and heavy, and students still feel tired after hours of learning foreign language From the above reasons, I am always concerned about finding out which method to help students feel

interested in learning English, positive, active and know how to connect the knowledge of other subjects together to improve the quality of English lessons

The initiative with the name of the topic " Helping the 11 th grade students of Lam Kinh High School learn English effectively by integrating the knowledge

of other subjects into English lessons" is an experience that has been drawn

from the research and tested in teaching for many years, especially the school year 2020-2021 With this initiative, I would like to help students use the knowledge of subjects such as: Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English to learn English so that English lessons become richer and more attractive In addition, they use their knowledge from other subjects to broaden their vocabulary and knowledge From that, they understand that learning English is a continuous process of interaction among subjects together

In fact, we find that composing lessons with the combination of the knowledge of other subjects will help teachers to approach, understand and deepen the raised problems better Thence, teachers will hold and guide students more flexibly and more excitingly Students are interested in learning, exploring the knowledge and have creative thinking From that, the knowledge is put into practice better

Building on the foundation (from basic to advanced) and rigorous English thinking in secondary English Students apply the knowledge learned from subjects to solve problems that occur in reality By doing so, they build their own minds and actions

Integrating in teaching will help students promote positive thinking, creative thinking and take the initiative in all problems Through the integrated knowledge of many subjects, students can express their opinions and ideas on

other subjects

1.3 RESEARCH OBJECTS:

- Students of Lam Kinh High School

- Experienced at class 11C2, 11C3

1.4 RESEARCH METHODS:

In the process of research experience, I have used some of the following methods:

1 Observation method: the person who implements the topic of self-study and conducts the study time of colleagues

2 Methods of discussion and discussion: After each meeting of colleagues, colleagues will be allowed to discuss experiences for each lesson

3 The method of product research: Studying English teaching methods for secondary students carefully, especially the method of integrating interdisciplinary knowledge

4 The method of summarizing experiences: Summarizing reasoning through documents, textbooks and English teaching practices in the grade: 11 – Lam Kinh High School

2 CONTENT

2.1 THEORETICAL BASIS:

Integrative teaching is one of the important principles and a modern teaching concept to promote students’ activeness and improve the quality of education in schools In fact, we know that things and the phenomenon of the world are always attached to each other, exist in the interaction, transforming each other The change of things and phenomena can be traced back to other things So, when we perceive a problem, we need to put it in relation to other ones and phenomena in order to better and more fully understand the problem to

be solved

We are the sum of natural and social relationships Surviving in a society requires people to have knowledge (both nature and society) So human beings can develop comprehensively In order to have such a knowledge system, a subject cannot be made that requires the synthesis of knowledge of many subjects Incorporating interdisciplinary knowledge into a subject will help students - the newcomers of the age in general gain a richer understanding and contribute to more attractive subject

We also know that the social and natural sciences are related together And the knowledge of subjects can complement and support together The application of interdisciplinary principles in teaching such as: Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English help students know the relationship among the fields of life and among these subjects That helps to develop students' thinking

2.2 THE REAL SITUATION OF RESEARCH PROBLEMS

Implementing integrated teaching content into teaching despite of being trained at all levels in the education system but it is not effective because of:

1 For teachers:

- Most teachers are trained under the monolingual pedagogical program and they have not equipped with theoretical teaching interdisciplinary subjects

So when teaching the teacher is confused in the determination of integrative educational aims The teaching and learning orientation is integrated with students and with practical conditions of the locality There are teachers who do not have much knowledge about other subjects and are not really conscious of integrating interdisciplinary and environmental education into their teaching Most of the teachers focus on providing the basics of the lesson, less emphasis

on expansion, especially integrating interdisciplinary integration into their units

- The duration of a limited class (only 45 minutes) should be integrated into the English classes that require a lot of teachers

2 For students:

- Students are not aware of the importance of studying subjects in a comprehensive way and still learn according to the trend of learning to deviate

- Students are not active, do not actively prepare for, learn, exploit the subject knowledge during lessons, do not actively cooperate for the preparation

of interlibrary integrated lessons Students cannot use the knowledge of related subjects as a tool to explore the new knowledge in English

- Students in rural areas and in difficult families lack a lot of audio-visual equipment to learn English Thus, this affects their ability of communication and interaction

- The knowledge of many lessons is quite difficult and many lessons relate

to the natural and social field Therefore, students are easily bored at learning The vocabularies are stored in their memory very little and they are not enough for students to practice English

2.3 DESCRIPTION, ANALYSIS OF SOLUTIONS

Intensive instruction will make the school associated with the realities of life, with the development of the community The content of teaching young

students according to the themes "Nature and the environment", "Recreation",

"People and places" students have the need to learn to answer questions, serve

for their life and community Learning in an integrated way will help them pay more attention to the people and society around them, learning is linked to daily life is a factor for students to learn Questions are arisen from the fact that there

is a need for problem solving

Integrating English into other subjects during the teaching process is one of the most effective ways to excite students excitingly This method will help to build teaching-learning activities in the direction of activating students' activities And integrating them with other subjects is one of the good solutions

to achieve the optimal objectives of each lesson In an integrated way, students are placed in very excitingly real-life situations where they are able to express emotions-attitudes, self-assessment and reinforce, broaden the knowledge and train to develop their skills more Students will observe, discuss, share, solve tasks according to their way of thinking and eventually seek to discover what they do not know, and more opportunities to reproduce their knowledge Therefore, I have bravely applied this new method to teaching The following are some illustrative lessons that I have used the interdisciplinary integrated teaching methods when teaching English:

* The 1st lesson plan of illustration:

Teachers combine the knowledge of Geography and Civic education to solve problems related to the English lesson in Unit 10: Nature in danger – Part B: Speaking

I OBJECTIVES:

1 Knowledge:

By the end of the lesson, students will be able to:

UNIT 10: NATURE IN DANGER – PART B: SPEAKING

Allocated time: 45 minutes

a) English:

- identify the lexical items related to the topic: pet, capture, pesticide, discouraged, discharge ….

- talk about the negative impacts made by people on the environment and suggest measures to protect it

b) Geography:

- recognize the relationship between the environment and development in developed and developing countries

- know some reasons and consequences of environmental pollution and then be aware of the necessity of protecting the environment

c) Civic Education:

- recognize some vital problems such as environmental pollution and fatal diseases nowadays

- know the duty of each citizen in carrying out policies of protecting the environment

- memorize the basic content of the law about protecting the environment

2 Skills: Integrated skills, mainly communicative

3 Attitude: Students will know the importance of protecting our environment

4 Focused contents: By the end of the lesson, Students will be able to talk about endangered nature and measures for protecting endangered nature

5 Competences:

- General competences: communication, teamwork, esteem and self-study

- Specific competences: deal with speaking exercises: dialogue practicing, questions answering

II PREPARATION

1 Teacher: handouts and pictures

Task 2: Handout

1 Keeping animals as pets a should be banned

2 Killing endangered animals for fur, skin and

4 Cutting down trees for wood d should be encouraged

5 Hunting or capturing animals for recreation or

6 Using fertilizers and pesticide for cultivation f should be reduced

7 All kinds of animal and plants g should be decreased

Handout (Homework)

A Recognition and Understanding: Choose the best answer

1 Killing _ animals for fur, skin and food should be banned

A danger B dangerous C endanger D endangered

2 Zoos and national parks should be established to animals and plants

A save B kill C store D threat

B Low and High application

You are going to take part in a writing competition in which you have to produce a paragraph on the nature in danger problem The successful writing will be published in many magazines

Write a paragraph of about 100 words to describe the reasons why nature is threatened and offer solutions to deal with it

2 Students: Make a detailed plan for what they have known and what not yet, look up new words and read reference books

III PROCEDURES

A Warm up

1 Check- up: (Recognition) (3mins)

(1) Objectives: Students will be able to recall pronunciation and meaning of new words

(2) Activity organizational form: Individual work

(3) Teaching aids: blackboard.

Teacher’s and students’ activities Contents

- T calls 3 students to write new words

on the board in 2 minutes

- Students write new words on the

board in 2 minutes

- Students look and give comments

- T checks with class and give marks

- T leads in new activity

Vocabulary : prohibit, establish, extinct, be in danger, destroy

2 Answer the questions (Recognition) (2mins)

(1) Objectives: Students will be able to get involved to the topic

(2) Activity organizational form: Individual work

(3) Teaching aids: blackboard

Teacher’s and students’ activities Contents

- T asks students some questions.

a Tell me some national parks in

Vietnam you know.

b What do people establish these parks

for? Why?

c Why is nature in danger?

- Students answer the questions.

- T gives feedback and leads to the new

lesson

- Listen to the teacher

Expected answer:

a They are Bach Ma, Cuc Phuong, Cat Tien, U Minh, etc.

b To protect animals and plants Because nature is threatened.

c Because of people’s needs.

B PRE-SPEAKING: (Recognition) (6mins)

(1) Objectives: Students recognize lexical items related to the topic- Nature

in danger

(2) Activity organizational form: Individual work

(3) Teaching aids: blackboard

Teacher’s and students’ activities Contents

- T writes new words on the board

and uses the techniques to help

students guess the meaning

- Students pay attention, guess the

meaning and take notes

- T reads aloud these words and asks

students to repeat

- Students listen and repeat

- T calls on students to read again

- Students read aloud the words if

called on

- T gives feedback

- Students listen

Vocabulary

- to capture (v): bắt giam

- recreation (n): sự nghỉ ngơi, sự giải trí

- cultivation (n): sự cày cấy, trồng trọt

- encourage (v): khuyến khích

- discourage (v): can ngăn

- discharge (v): thải ra

C WHILE-SPEAKING: (25mins)

1 Task 1: Matching (Recognition) (12mins)

(1) Objectives: Students will be able to match pictures with their activities (2) Activity organizational form: Group work

(3) Teaching aids: pictures and handout

Teacher’s and students’

Integration of Geography

Bài 42: Môi trường và sự phát

triển bền vững (Địa lý

10-NXB Giáo dục)

Task 1: Handout

Bài 3: Một số vấn đề mang

tính toàn cầu (Địa lý 11- NXB

Giáo dục)

-T asks students to work in

pairs then match the picture

with its activity

-T moves to give help

-Students work in pairs to do

matching

-T calls students to say out

answers

- Students listen and give

comments

-T gives feedback and correct

answers

-Students note down

a killing animals for food, fur and skin

b keeping animals as pets

c hunting or capturing animals for recreation

d burning forests

e cutting down trees for wood

f using fertilizers and pesticides for cultivation

g discharging chemical pollutants into the environment

Expected answers:

1c 2e 3d 4f 5a 6b 7g

2 Task 2: Making sentences (Understanding and Low application) (13mins)

1) Objectives: Students will be able to make meaningful sentences with

“should” and “shouldn’t”

(2) Activity organizational form: Pair work

(3) Teaching aids: sub-boards and handout

Teacher’s and students’

activities Contents

Geography and Civic

education

Bài 15: Bảo vệ môi

trường và phòng chống

thiên tai (Địa lý

12-NXB Giáo dục)

Bài 15: Công dân với

một số vấn đề cấp thiết

của xã hội (Giáo dục

công dân lớp 10- NXB

Giáo dục)

- T asks students to work

in pairs then make

sentences

- Students work in pairs

Task 2: Handout

1 Keeping animals as

2 Killing endangered animals for fur, skin and food

b should be prohibited

3 Planning trees c should bediscouraged.

4 Cutting down trees for wood

d should be encouraged

5 Hunting or capturing animals for recreation or entertainment

e should be protected

to do task 2 in handouts

- T moves to give help

and control class

- T calls students to

share answers with class

- Students present

answers in front of class

- Students listen and

give comments

-T asks students to give

meaning each sentence

-T checks with class

-Students listen and take

notes

6 Using fertilizers and pesticide for cultivation f should be reduced.

7 All kinds of animal and plants

g should be decreased

Expected answers:

1c 2a 3d 4f 5b 6g 7e

D POST-SPEAKING: (High application) (7mins)

(1) Objectives: Students will be able to solve problems in the situation using their knowledge of Civic education

(2) Activity organizational form: Group work

(3) Teaching aids: textbook

Teacher’s and students’ activities Contents

Integration of Civic education

Bài 12: Chính sách tài nguyên và bảo vệ

môi trường (Giáo dục công dân lớp

11-NXB Giáo dục)

Bài 9: Pháp luật và sự phát triển bền vững

của đất nước (Giáo dục công dân lớp

12-NXB Giáo dục)

- T asks students to work in group to share

idea

- Students work in small groups to discuss

the situation

The situation “If a poor family in your

neighborhood often cut down trees for

wood, what would you do?”

- T goes around to give help

- T calls students to share answers

- Students present answers in front of class

- Students listen and give comments

- T checks and gives feedback

Expected answer:

+ If there was a family like that, I think

I would try my best to help them I and people’s organization would help them

to be aware of the importance of forests in our lives Our lives would be more difficult without forests.

E CONSOLIDATION AND HOMEWORK: (2mins)

- T summarizes the main points of the lesson

- Students learn new words.

- Students do the exercises in the handout

- Students prepare for the next lesson – Unit 10: Listening

* The 2nd lesson plan of illustration:

Teachers combine the knowledge of Geography and Civic education to solve problems related to the English lesson in Unit 11: Sources of energy – Part A: Reading

I OBJECTIVES:

1 Knowledge:

By the end of the lesson, students will be able to:

a) English:

- identify the lexical items related to the topic: fossil fuel, alternative, geothermal heat, release, solar panel, potential…

- talk about advantages and disadvantages of alternative sources of energy b) Geography:

- recognize the relationship between the environment and development in developed and developing countries

- know some reasons and consequences of running out of sources of energy

and then be aware of the necessity of protecting the environment

c) Civic Education:

- recognize the necessity to protect sources of energy as well as the environment

- know the duty of each citizen in using and saving sources of energy

2 Skills: Integrated skills, mainly communicative

3 Attitude: Students will be aware of the importance of some alternative sources of energy in our daily life

4 Focused contents: students should know about the advantages and disadvantages of different sources of energy

5 Competences:

- General competences: communication, teamwork, esteem and self-study

- Specific competences:

+ guessing meaning from context

+ skimming and scanning

+ summarizing

UNIT 11: SOURCES OF ENERGY – Part A: READING

Allocated time: 45 minutes