SKKN MANIPULATING INTERDISCIPLINARY KNOWLEDGE IN TEACHING PART a, READING UNIT 16 THE WONDERS OF THE WORLD , ENGLISH 11 EFFECTIVELY

1 2Students: students work individually in one minutes and give answer +Picture1: The Great wall of China +Picture2: not know +Picture3: Ha Long Bay,Viet Nam +Picture 4: The Leaning Tow

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

TRƯỜNG THPT HOÀNG MAI

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI MANIPULATING INTERDISCIPLINARY KNOWLEDGE IN

TEACHING PART A, READING UNIT 16: THE WONDERS OF THE WORLD , ENGLISH 11 EFFECTIVELY

Appendices

I INTRODUCTION

1 Reasons for research

Learning English has become more and more important recently

Therefore, how to make the method of teaching and learning advanced is vital demand to English teachers The fact shows that we can easily approach information and technology and get no difficulty in communication if we are good at Listening, Speaking, Reading and Writing in English fluently Specially, reading is one of the basic skills that is paid attention to in the process of teaching and learning English For high school students, they have chances to get more information through units based on themes Thanks to the passages, they will test events related to daily activities Moreover, they know deeply cultural diversities from lessons to lessons If students are bad at reading skill, they get difficulties

in getting and keeping information so long From my experiences in teaching English at Hoang Mai High School We find that our students’s skill in reading is limitative, so exchanging information from units to students is uneasy This not only makes lessons monotonic and unexcited but also affects students’ studying

passively

2 Purposes

We have all known recently that manipulating interdisciplinary knowledge

in solving a problem of lesson is essential, which makes learners not only study and improve the knowledge from other subjects but also help them understand and solve the matter fast and perfectly Manipulating knowledge of subjects such as Geography, History, Mathematics, Physics , Knowledge from Culture,

Civic education and Life in unit 16: The Wonders of the World, English 11

provides them with a brief information about the great pyramid of Giza

3 Subjects

In this research, We just pay attention to the 11th grade students who are going to studying unit 16 The Great Pyramid of Giza is a famous place that is in the world’s map of travelling, so it is not difficult to get information about Besides, We give our students chances to discover the interest of the lesson by giving each group of them a handout contained duty As we have mentioned above, the lesson is so attracting that our students are all excited at doing research

to get more information

4 Methods

To make our solutions effectively, We have used some following methods

Firstly, we always get advices from colleagues through co-working

Secondly, we usually study, create and use new methods in teaching English such as using images, pictures, posters, real objects, etc

- Pictures of some wonders of the world: The great Wall of China, Halong Bay, The Leanning Tower of Pisa, The Taj Mahal, etc; pictures to teach new words and phrases

- Some images of Pharaoh Khufu, The Eiffel Tower, The Building of Khalifa, The Scientist Archimedes, etc

- Some maps about the Giza plateu, the total area of France, The Nile river, etc Thirdly, we apply science and technology in teaching, use projecters, present films, video clips to make the lesson actively For example, we show a short film about the process of building the Pyramids before the lesson to motivate the spirit of studying between students

Next, we often teach English through real situations such as the present situation

of some world’s heritages and citadel of the Ho dynasty to raise students’s awareness of protecting these places; manipulating interdisciplinary knowledge which makes students interested and motivated in learning

Lastly, We classify students into groups when instructing them to search for information, then choose the best to show before the class Therefore, students use maps to find out the location of Giza Plateu where the pyramid is situated, the Nile river where most pyramids in Egypt stretch along its west bank They will use the knowledge about the dynasties in Egypt to know about Pharaoh

the pyramids are so strong, the straight or spiral ramps of the construction Moreover, they study pulleys along with levers discovered by Achimedes to clarify the second theory involved the construction Students use their knowledge about Egypt to explain the purpose of building the pyramids, the reason why the pyramids are on the west bank of the Nile river, and the function

of Sun boat as well And students have chance to improve their awareness of protecting heritages through images of current status of some wonder and know their responsibility towards this matter with the presentation of Citedal of the Ho dynasty, etc

II CONTENT

1 Theoretical Background

Normally, the teacher is considered succeeding in teaching reading skill when he/ she helps students practise some new words, do all the tasks that follow and understand the lesson in a limited period of time Teaching units related to cultural, historical, geographical knowledge, etc is a hard work because it requires the teacher to have both technique knowledge and understanding about the places, peoples and events from the lessons However,

the teacher must not explain so much that makes the lesson excursive Part A Reading in unit 16: The Wonders Of The World is an exciting lesson that has

attracted us for a long time As we love travelling to many places, the wonders

of the world, specially, the pyramids of Egypt always make me excited And to make the lessons more interested, we have spent a lot of time searching for knowledge related to the lesson that we are going to teach our students, about the Pharaoh Khufu, the great of the Pyramid, how the ancient Egyptians build the Pyramid, and why the Pyramids locate on the West of the river Nile, etc The more we get to know about the Great Pyramids of Giza, the more interesting we

* Practice with new words

2 While reading

*Students do the tasks (in texbooks)

*Teacher corrects and gives feedback

3 After reading

4 Homework

In a limitation of time, we tried our best to guide and help students finish the skill That may be called success Sometimes, we explained some information but not too much, so the lesson seemed to be a bit mystery for students Although many students who have been provided pratical duties, some students find no interest in getting more informations, some other students search for wrong or no relation to the requirements that make the duty waste of time

What is more, there is so much information given from different sources such

as google, newspapers or magazines that both students and teacher find uneasy

to choose which is the best to give before the class And the level of the students

is unequal that limit them in working together into groups Therefore, we also

help our students in need so as to have a successful lesson

Warm up: Name the beautiful places

Teacher: T shows pictures of wonders of the world from number 1 to 4 and

presents questions

1.What are the names of the places?

2.Where are they located?

Teacher: T asks students to work individually to look at the pictures carefully in

one minutes and name them

1 2

Students: students work individually in one minutes and give answer

+Picture1: The Great wall of China

+Picture2: (not know)

+Picture3: Ha Long Bay,Viet Nam

+Picture 4: The Leaning Tower of Pisa, Italy

Teacher:T checks student’s answers and gives feedback

The Great Wall of

Ha Long Bay, Vietnam The Leaning Tower of Pisa,

Italy

Teacher: T asks students “ Which name do these places have in common?”

Students: They think about the questions then answer: they are beautiful places/ they are heritages , etc

Students: T look at the picture and then one says : “This is the pyramid in

Egypt”

Teacher: Checks the answer

The great Pyramid of Giza in Egypt, the wonder of the

ancient time certificated by UNESCO in 1979

Teacher: Sums up “ Although there are a lot of pyramids around the world, none is more famous and mysterious than those in Egypt Today, we make a short trip to Giza where has the great pyramid to discover some precious

information about it”

Activity 2 :

Vocabulary:

Teacher gives vocabulary by asking students to look at the pictures on the

projector and guess the words or phrases together with writing on their

Students: Look at the picture and say “lang / mo”

Teacher: T checks the student’s answer and gives the correct name of the

second picture : Tomb-mộ

3 Burial Chamber- buồng/ phòng mai táng

Technique : picture and guess

Teacher: T asks students to look at the third picture and say “This is a special room deaths, treasures or belongs”

Students: Look at the picture and guess “ room/ house”

Teacher: T gives the correct answer with the third picture: Burial Chamber- buồng/ phòng mai táng

4 treasures

Technique : Give example

Teacher: T shows the fourth picture

and gives examples

Ex: He is very rich which means he has a lot of treasures

Teacher: T asks students “ what does treasures mean?”

Students: answer “ vang bac/ chau bau”

Teacher: T corrects “của cải”

5 Blocks of stone- khối đá

Technique : Picture

Teacher: T asks student to look at the fifth picture and guess its name

Teacher: T gets students’ answer: Base-nền vuông

6.Blocks of stone- khối đá

Teacher: T shows the sixth picture and asks them “what are they?”

Students answer and then teacher checks students ’ answer“Blocks of stone- khối đá”

7 Straight ramp- đường dốc thẳng

Technique : picture and guess

Teacher: T shows the seventh picture and asks them to guess its name

Teacher: T listens to student’s answer, then gives the correct answer: “Straight ramp- đường dốc thẳng”

8 Spiral ramp- hình xoắn ốc”

Technique : picture

Teacher: T presents the eighth picture and asks students “ what is this”

T gets the answer from students and gives feedback “Spiral ramp- hình xoắn ốc”

9 Weight arm- cánh tay trọng lực

Teacher: T asks student to look at the ninth picture to guess its name

T corrects student’s answer and gives the name of the picture: Weight arm- cánh tay trọng lực

10 Sun boat- thuyền mặt trời

Technique : picture

Teacher: T gives the last picture and asks students “ what is the name of the last picture?”

Teacher: T gives the name of the last picture : Sun boat- thuyền mặt trời

Teacher: T shows all words or phrases to read and asks students to listen to carefully

1 Pharaoh /'feərəu/(n) ə 6 Block of Stone /'blɔk əv ' 'st' əun/(np) ə

2 Tomb/tu:m/(n) 7 Straight Ramp /'streit ' ræmpp/(np)

3 Burial Chamber /'beriəl 't∫eimbə/(np) 8 Spiral Ramp/ 'spaiərəl ræmp/(np)

4 Treasure/'treʒ /(n) 9 Weight Arm/'weit ɑ:m /(np)

5 Base/beis/(n) 10 Sun Boat /sʌn ''bəut /(np) ə

Teacher: T Calls 1, 2 students to read the words again, then checks their

pronunciation

Vocabulary checking : Name the pictures

Teacher: T uses the vocabulary checking to review the vocabulary

T shows pictures in number from 1 to 4 ,then asks them to look at the number of the pictures and gives the picture’s names

Students: work individually to give the pictures’names

Teacher : T calls 2 students to go on board and write down the words

1.Burial chamber 3.Sun boat

2.Straight ramp 4.Blocks of stone

-T checks and shows pictures again

THE GREAT PYRAMID OF GIZA

The Great Pyramid of Giza was built by the Egyptian pharaoh Khufu around the year 2560 BC The purpose of this huge stone pyramid was to serve as a tomb when he died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there The Great Pyramid is believed to have been built over a 20-year period First, the site was prepared and then the huge blocks of stone were transported and put in their places

structure consisted of approximately 2 million blocks of stone, each weighing about 2.5 tons It has been suggested that there are enough blocks in the three pyramids to build a 3-metre high, 0.3-metre-thick wall around France

Although it is not known how the blocks were put in place, several theories have been proposed One theory involves the construction of a straight or spiral ramp that was raised as the construction proceeded A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms

Today, the Great Pyramid of Giza is enclosed, together with the other pyramids

in the tourist region of the Giza Plateau on the west bank of the River Nile Also

in the museum housing the mysterious Sun Boat, only discovered in 1954 near the south side of the pyramid The boat is believed to have used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid

Teacher: Presents the map and introduces the source and location of Giza or Gizah (Manipulating Geographical Knowledge)

Giza or Gizah, 20km from the North West of Cairo

Then concludes ►It can be called Giza or Gizah The location is 20 km from the north west of Cairo

Activity 3: Practice

Task 1: Match of the paragraphs with one suitable each main idea given

Teacher: -Calls 1,2, students to give answers

- Checks student’s answers and gives the correct answers

Teacher: T presents the 4 reading passages for students by projector

Paragraph 1: Brief introduction of the Pyramid

Teacher: T gives the questions “ what do you know about Pharaoh

Khufu?”coming with picture

Paragraph 1 a The theories of building the Pyramid

Paragraph 2 b Brief introduction of the Pyramid

Paragraph 3 c The location of the Pyramid

Paragraph 4 d The structure of the Pyramid

Paragraph 1 a The theories of building the Pyramid

Paragraph 2 b Brief introduction of the Pyramid

Paragraph 3 c The location of the Pyramid

Paragraph 4 d The structure of the Pyramid

Students: Answer “ He is a Pharaoh in Egypt in the acient time”

Teacher : T checks the answer (Manipulating Historical Knowledge)

This is one of the 10 greatest Pharaohs of Egypt

*Khufu was the 2nd pharaoh of the Fourth Dynasty in the Old Kingdom

*Khufu's reign over Egypt spanned more than twenty three years from 2589 BC through 2566 BC

It is believed Khufu became Pharaoh while in his twentieth

* Best known for building the Great Pyramid at Giza

Teacher: T shows the picture of the blocks of stone used for building the great pyramid of Giza and asks“How special about the blocks of stone used for building the great pyramid of Giza?”

“ They are very heavy”

c=lightspeed(currentbestestimate)=299792458m/s,π=3.141592653589793238 462643383279(some “signigficant” numberof decimals:-),

sqrt(2)1=0.414213562 which also happens to be a nice number 1)=2.414213562 (which is exactly 2 higher) As a result the Pyramids live

sin1/(sqrt(2)-today

Paragraph2 : The structure of the Pyramid

Teacher: T shows picture of base then askes “Why did the ancients Egyptians build base in the first step of construction ?”

Students: (not know)

Teacher : T provides information ( Manipulating Mathematical Knowledge)

The true pyramid exists only in Egypt, though the term has also been applied to similar structures in other countries Egyptian pyramids are square in plan and their triangular sides, which directly face the points of the compass, slope upwards at approximately a 50° angle from the ground and meet at an apex The prototype for the pyramid are the mastabas of the Old Kingdom (2680—

2565 ), which are rectangular in plan and have only two sloping sides After these came the step-pyramid at Sakkara, built c.2620 , which soon evolved into the straight-sided true pyramid This monumental structure was developed around the IV dynasty and continued to be the favored form for royal burial through the VI dynasty

Students’answer “ It is very tall”

Teacher: T listens to students’ information and then gives information

(Manipulating Mathematical Knowledge and Knowledge from Life)

The author said that when it was built, the Great pyramid of Giza ranked as the tallest structure on earth for more than 43 centuries, only to be surpassed in height in the 19 th century AD

Teacher: T asks students “ Which are considered the tallest structures in the world in the 19 th centuries to now?”

Students: answer “ The Eiffel tower , and now ….”

Teacher: T shows picture to feedback containing information (Manipulating Knowledge from Life)

*The Eiffel Tower, Paris, France

- The tallest building in the world from 1889 to 1929, over 40 years

- 300m in height