Using of interdisciplinary knowledge to improve students’ learning interest in teaching Part B - Spe...

Using of interdisciplinary knowledge to improve students’ learning interest in teaching Part B Speaking Unit 10 Nature in Danger Thach Thanh 4 high school Tran Thi Binh Using of interdisciplinary know[.]

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Using of interdisciplinary knowledge to improve students’ learning interest in

teaching Part B- Speaking Unit 10: Nature in Danger

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1 Reasons for the research

Innovative approach in teaching is a necessary requirement in education Integrative teaching is a new trend that many teachers use in the teaching of their subject Teaching English is not out of the trend We know that English covers a wide range of topics in life so it is possible to integrate much of the knowledge in other subjects However, with integrated teaching, students must constantly enrich their vocabulary and have a good knowledge of many subjects.This has made the activities of English language learning more lively and attracting more students In addition, students must actively explore the knowledge that they want to present to whole class So they will be more interested in the lesson and the knowledge will

be remembered longer and deeply To do well integrated teaching in English requires that the teacher of English spend a lot of time on preparing thoroughly to

be able to master the contents related to other subjects It can be said that integrated teaching in the subject of English is very necessary because it brings good results for both teachers and learners Furthermore, practising skills in English for students at Thach Thanh 4 is really complicated because of their poor vocabulary, incorrect pronunciation Therefore, students are afraid of taking part in activities in speaking lesson Being a teacher of English, I always pay more attention to how to help the students feel more simple and excited at speaking lesson

2 Purpose

We have all known recently that integrating subjects in solving a problem of lesson

is essential, which make learners not only study and improve the knowledge from other subjects but also help them understand solve the matter fast and perfectly Integrating subjects such as Geography,Chemistry, Biology, general knowledge, Civic education and Life in part B- Speaking Unit 10: NATURE IN DANGER : English provides them a brief information the reasons why nature is threatened,the effects and suggest the measures to protect environment Moreover, with the images of nature is being destroyed students are aware of their duties in protecting

as well

Based on the innovation of the teaching methodology of the Ministry of Education and Training on the application of interdisciplinary knowledge, I would like to give some experiences in teaching part B- Speaking, Unit 10: NATURE IN DANGER , English 11

3 Subjects

In my research, I study with 11th grade students who will study unit 10: Nature in Danger The environment is a topic quite familiar to students They will have some knowledge of some subjects to talk about the causes and the reality of this problem Besides, teacher want to help them to express themselves in English fluently by eliciting from many pictures, which is the goal of this period Human beings are badly destroying the environment and nature in all respects through their actions and by their habits That is reasons for which nature is threatened Moreover, students have opportunity to discover the excitement of the lesson

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through the games (Who is the millionaire ?), the knowledge of the many subjects related to this speaking class such as: know the songs about nature ( Earth song- Michael Jackson), get information about human emissions into the earth's environment, have chance to talk about global warming, natural greenhouse effect and human enhanced greenhouse effect, talk about students’ responsibitities to protect the environment Students have the opportunity to learn about the state of the forests and laws to protect them; explore the national parks in Vietnam (Cuc Phuong, Ben En) and so on From that practical teaching experience, I’ve found that most of the students were very interested in the class and doing the exercises more perfectly

4 Methods

To make my solutions effectively, I have used some following methods:

Firstly, I always get advice from colleagues through co- working

Secondly, I apply science and technology in teaching, use projector, video clip to make the lesson efficiently For example, I use the software which applied to pronounce vocabulary to help students be accustomed to listening and speaking to native speaker accent

Thirdly, I study through the internet, use new methods in teaching English such as: using pictures to teach vocabulary, using the matching -game to check up new words; using English song about nature ( Earth song), etc

Next, I often teach English through real situations such as the student can know much about the life, environmental disasters in hometown ( Hoa Binh joint stock company of sugar cane has discharged into the Buoi River, polluting the water and kill a mount of fish and Nicotex Thanh Thai Joint Stock Company in Cam Van Commune, Cam Thuy District (Thanh Hoa), some pictures of flood in Thanh Hoa and especially students’ actions to protecting nature and so on

Lastly, I divide the students into groups and ask them to search for information before coming class Students use maps to find out some national parks in Vietnam (Ben En, Cuc Phuong) Therefore, they can understand deeply about primary causes and also consequences from which human beings are doing such as Global warming, ozone layer depletion, etc

I CONTENTS

1 Theoretical background

The purpose of teaching speaking is to help students self- confident to take part in numerous activities in class as much as posible It is the important that teacher help students to speak in accurency and influency Improving speaking skill not only helps students to raise the intellectual activity but also understand other subjects well and vice versa

In traditional teaching method, students are introduced to some new vocabulary in tasks and practise speaking all the tasks that follow and get some information from English speaking lesson, which is considered to be successful In a limited period

of time teaching units related many subjects is not easy work because it requires the teacher has a mount number of knowledge of all subjects and students need rich vocabulary, good grammar Unit 10: Nature in danger is within the theme of

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environment and nature, specifically about reasons why nature is threatened and measures which can integrate a great number of knowledgeable subjects such as Chemistry, Biology, Geography, Civic education and general knowledge And one

of the interesting things attracted myself to study this lesson is this period mentioned taking our actions I want to give students the opportunity to study about their duties with practical doing such as planting trees, sorting garbage, saying no

to plastic bags, turning off the lights when not in use In addition, I am very interested in the information of severe weather phenomena, environmental disaster, which is one of the hot issues of humanity The more information related to my unit I look for , the more exciting I am

2 Realities before applying the research

With the part B in unit 10, I used to teach the students by traditional method that follows

Homework checking

I Lead in the lesson & vocabulary

- Ask some students to answer some questions in the textbook( reading)

- Introduce some new words/ expressions that appear in speaking tasks

- students practice new words and phrases

II Practice:

-Ask ss to do all the tasks ( in textbook): there are some reasons why nature is threatened and put them in the order of importance; Match the reasons in Task 1 with possible measures for protecting the environment below; State the negative impacts made by people on the environment and suggest measures to protect it

- Check sts’ answer

III Further practice

- Ask sts to do exercise about pronuciation

-Give homework: Write a short paragraph about nature: causes, consequences and solutions

When teaching with the steps above , I realize that most of my students are passive in learning and lessons are less fun for students, even boring I sometimes explain more about some information related unit but not much because of a limitation of time Some students are not well- prepared lesson before going to class Hearing from the teacher also makes students not remember long, so the students’ result is not good From the above situation I always worry about how to help students not only good skills but also interest in the lesson

3 Solutions

In my research, I only mention the new ways in teaching Part C- Speaking unit 10: Nature in danger effectively by integrating many subjects in it I would like to present the form of teaching plan below

WARM UP:

Teacher asks students to watch the video of the people’s interference with the envirorment.( earth song )

Students watch the video of people’s interferenece with the enviroment

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Teacher leads students to the new lesson: To know more about reasons why nature

is threatened and measures to protect it,let’s learn the new lesson”

I VOCABULARY:

Teacher gives vocabulary by asking student s to look at the pictures on the projector and guess the words or phrases

Teacher shows the picture and ask students to guess “what is the state of Rhinos and blue whale

Teacher gives the correct answer: Rhinos and blue whale are the endangered animals

1 endangered animal /ɪnˈdeɪndʒərd//ˈænɪml/ Động vật bị đe dọa

Teacher shows other pictures then ask “What are these men doing and Why do human kill these rare animals?”

Teacher checks the student’s answer and give the correct name of the second picture: They are killing a tiger/ rhino and these rare animals are killed for fur, skin or food

2 Kill: /kɪl/ : Giết 3 Fur : Lông 4 skin: /skɪn/ : Da

Teacher asks students to look at the pictures and ask “What is he doing and What happened to the bear?”

- Give the correct answer with the third picture: He is hunting animals and the bear was captured

5 Hunt: /hʌnt/ Săn Bắn 6 capture/ˈkæptʃə(r)/ Nhốt, giữ

Teacher presents the picture and asks “What is the woman doing?”

Student answers: She is burning trees

7 Burn /bɜːrn/ : (v) đốt

Teacher asks student to Look at picture and guess “What are these people doing?

Answer: They are using pesticides

8.Pesticide :/ˈpestɪsaɪd/ (n) thuốc trừ sâu

Teacher gives the pictures and ask them “What are these people doing?

Student can answer: They are using fertilizers

9 Fertilizer /ˈfɜːrtəlaɪzər/ (n) phân bón hóa học

Teacher shows the picture and ask “what name is the activity?”

Teacher listens to student’s answer, then gives the correct answer: They are farming

10 Farming =Cultivation : /ˌkʌltɪˈveɪʃn/Trồng trọt Teacher gives picture and ask “ what is this”

A student can answer: It is pollutant discharged from factories

11.Pollutant: /pəˈluːtənt/ (n) chất gây ô nhiễm

12.Discharge: /dɪsˈtʃɑːdʒ/ (v) thải

Teacher tells student to guess its sign

Teacher corrects student’s answer and gives the name of the picture:

Littering, capturing & hunting animals are banned/ prohibited

13 Ban /bæn/ = prohibit /prəˈhɪbɪt/ (v) cấm

14 encourage :/ɪnˈkʌrɪdʒ/ (v) khuyến khích

>< discourage /dɪsˈkʌrɪdʒ/ (v) không khuyến khích

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Teacher presents pictures and asks student “ what is the name of the picture”

Students observe pictures and give answer :

15 Cut down trees for wood: chặt cây lấy gỗ

Teacher gives the last picture and asks students the name of these pictures

16 Entertainment /ˌentəˈteɪnmənt/ Giải trí, tiêu khiển

= recreation /ˌriːkriˈeɪʃn/

Teacher shows all words or phrases, then asks students to look at the board and listen to the teacher first

1 endangered animal:

/ɪnˈdeɪndʒərd//ˈænɪml

2 Kill: /kɪl/

3 Fur : /fɜːr/

4 skin: /skɪn/

5 Hunt: /hʌnt/

6 Burn: /bɜːrn/

7 capture: /ˈkæptʃə(r)/

8 Pesticide: :/ˈpestɪsaɪd/

9 Fertilizer: /ˈfɜːrtəlaɪzər/

10.Cultivation : /ˌkʌltɪˈveɪʃn/

11.Pollutant: /pəˈluːtənt/

12.Discharge: /dɪsˈtʃɑːdʒ/

13.Ban: /bæn/

= prohibit /prəˈhɪbɪt/

14.encourage : /ɪnˈkʌrɪdʒ/

>< discourage: /dɪsˈkʌrɪdʒ/ 15.Cut down trees for wood

/ˌentəˈteɪnmənt/

= recreation: /ˌriːkriˈeɪʃn/

Teacher tells students to write down on their notebook, then reads after the teacher Teacher calls 1,2 students to read the words again, then check pronunciation

* CHECKING

Teacher uses the vocabulary checking to review the vocabulary for them

Teaccher asks students to match a word in A with its meaning in B

1 capture

2 pollutant

3 hunt

4 pesticide

5 burn

6 fertilizer

7 prohibit

8 discourage

a bẫy

b bắn c.cấm

d phân bón

e đốt

f không khuyến khích

g chất gây ô nhiễm

h thuốc trừ sâu Teacher checks student’s answer and gives the correct

1.a 2.g 3b 4.h

5.e 6.d 7.c 8.f

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II PRACTICE:

Teacher asks students to guess why nature is threatened ( brain storming)

Teacher checks the students’s answer, shows some pictures then give reasons for

which nature is in danger Firstly, pay attention to the pictures

Student can say: They are killing endangered animals for fur, skin &food

- Ask students “ what information do you know about some rare plants and

animals (knowledge of biology)

►They estimated that the number of pangolins hunted was up to 116,990 -233,980

each year,

►According to a new research 100,000 African elephants and 1,200 South

African rhinos were killed in three years

►Each year, 18,000 to 55,000 species of animals and plants are becoming extinct

due to human activities

Teacher asks : what about our forests?

Students can answer: Human are burning forests and cutting down trees for wood

Teacher gives out alarming numbers about the forests

(Geography knowledge)

►Ministry of Agriculture and Rural Development, there were about 3,309 ha of

forest burnt in 2016

►According to the International Union for Conservation of Nature (IUCN), the

world lost 13 million hectares of tropical forests every year

Teacher shows the map about processing resources of Viet Nam forest

Student can give comment: The resources of forest decreased considerably from

1009 to 1993

Teacher gives question for students “what is planting forests for?

Student asnwers: for fighting flooding, cleaning up dirty air, muffling noise

pollution, giving us medicine, controlling temperature and so on

Teacher shows thepictures and asks: “Do you know about the photosynthesis of

plants?”

(knowledge of Biology))

Teacher adds some information: With the photosynthesis of plants, carbon dioxide

is absorbed and oxygen is released that helps the air fresher, makes people feel

relax

Teacher shows some pictures of natural disaster which has made to people in

recently years

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Teacher asks students to look at the serious effect off overcutting down the trees Teacher gives some pictues, then asks students “Do you know about what people

do with the environment?”

Students answer: They are discharging chemical pollutants into the environment Teacher uses the mindmap to show that every year human emissions into the earth's environment

Teacher asks students to pay attention the pictures, then talks about global warming, natural greenhouse effect and human enhanced greenhouse effect

(Chemistry knowledge)

Students look at these pictures and say something about global warming, greenhouse effect: Greenhouse effect, a warming of Earth’s surface and troposphere (the lowest layer of the atmosphere) caused by the presence of water vapour, carbon dioxide, methane, and certain other gases in the air.

Teacher can say more: Over 130 years, the earth's temperature has increased by 0.4 degrees

Teacher tells students to talk about affecting of ozone to the earth ( where , its form, main cause ozone depletion)

(Chemisty and Geography knowledge)

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