Sáng kiến kinh nghiệm: Integrating Literature (Vietnamese subject) with English

Sáng kiến này viết về sự tích hợp giữa môn Tiếng Anh và phân môn Tiếng Việt thuộc môn Ngữ văn. Nội dung nhằm hướng cho giáo viên môn Ngữ văn đưa ra các dạng bài tập và bổ sung các kiến thức sát với Tiếng Anh và làm cho các em hiểu sâu hơn cả hai ngôn ngữ. Đề tài gồm cả 2 thứ tiếng Anh - Việt.

"Integrating Literature (Vietnamese subject) with English"

Part I Put out the topic

I The reason to choose topic.

We have been studying a lot of references to the integration of subjects in secondary school program and also had many tests in many competitions have won high results on this issue But applying it in practice is not easy and many problems arise Such the framework of the program, the time limit on the lesson, amount of knowledge that students perceive and the ability to integrate of teachers It is difficult for most teachers to teach these subjects

Recognizing this issue, I - a direct teachers teaching English in secondary

school - also having the same viewpoint and also be aware that: textbooks are

legal documents - we are not allowed edited But due to responsibility to my profession; enthusiastic with my subject and for lovely students, I strongly make this a desirable, suggests to us - the teachers of English and Literature in secondary school - exchanged and mainstreaming them into the extra teaching lesson or in elective lesson of Literature The teachers of Literature can also pay attention wider teaching when teach Vietnamese in the program at school

With the topic: "Integrating Literature (Vietnamese subject) with English"

I wish we work together to make the students have a solid knowledge of grammar

in Vietnamese and particular in English Understand the basics of grammar of both Vietnamese and English in general

1 Rationale.

English is a subject that studies foreigner language Teachers of English are required that having a style of its country To ensure this, teachers of English do not only understand the native language and grammar, but also equip Vietnamese grammar themselves In addition, English is subject that teachers must provide four skill is listening - speaking - reading - writing, so they must have knowledge

of Vietnamese grammar

Oral and written are very important forms of communication, through those people can perform the thinking process - dominating the knowledge, exchanging thoughts; feelings; ideals; standpoints, to help people understand each other and work together in working life Language (oral form - the language, written form - text) plays an important role in the survival and development of society Therefore

we integrate two subjects for students to master the languages, the grammars of two languages is thing which makes us understand each other better and closer

The mission is partly dependent on the teachers who teach Literature - Vietnamese subject The question is: how through Vietnamese grammar and exercises students eager to learn and understand English grammar more

+ Some English grammar is different, not mentioned or not have in Vietnamese Just teachers of Literature apply and adjust a bit in the process of explaining, the students will use to understand more English grammar For example: countable and uncountable nouns, singular and plural nouns; question words; conjugation; some kind of sentences

+ Some sentences in Vietnamese that habitually, we often make shorten in saying or writing That easily lead student to confusion when translated into English For example: bố tôi (bố của tôi); Hùng to và cao (Hùng thì to và cao) + Students have not understood some Vietnamese grammar Mainly the persons, part of speech, forms of sentences and sentences those lead students having trouble to learn English For example: when ask students grades 7 about the part of speech "nhẹ nhàng" they almost do not know and the word "một cách nhẹ nhàng" is even less

Through the evidence in countless differences and shortcomings are mentioned above, I turn to present the issues, the differences in grammar (which

we can integrate and settle) sequentially from grade 6 to 9 I also boldly launched the phenomenon, the concept of English grammar and suggestions for Literature teachers - Vietnamese subject).Looking forward to the exchange and cooperation!

II Research purposes.

When choosing the research: "Integrating Literature (subject Vietnamese)

with English" at Quynh Chau Secondary School with objective is to provide

students with a quick and easy path to integrate and use two languages well It also helps me as well as teachers of English and Literature to understand grammar in two languages deeper Formed in my experience, methods to teach English better

Moreover, there is also the purpose of the exchange together with colleagues

to supplement and build increasingly the topic better than during application

III Object and scope of the study.

For this topic, I have studied with all students at the secondary school and applied during transferring grammar, further exercises as well as extra teaching lesson or in elective lesson of Literature, mainly for Literature - Vietnamese subject It also requires close cooperation of teachers of Literature.

Part II Resolving the problem

I Characteristics of the situation.

1 Advantages.

English is one of the important subjects in secondary school programs so it’s considerable interest in the Education Sector Every year there are often thematic sessions to raise the level of teachers of English Besides English speaking club has regularly been organized at the school, school clusters and district - This makes teachers of English as well as students have the opportunity to rub and learn each other

School leadership team has regularly been interested in, providing equipments for English teachers; organizing thematic for English teachers at school in order to learn each other and wrung the experience in teaching and fostering Teachers of English group has been uniting, learning and helping each other in their work

To be interested of the party department, Quynh Chau Commune People's Committee and parents They have created conditions, facilities, equipments, materials and encourage their children to study diligently, so they have had many great achievements in the exam

I myself have many years of teaching English; have fostered student who had the provincial prize; usually charge content in the English-speaking club; often put information technology in the subject, so also having some experience in teaching

2 Difficulties.

Besides these advantages, it also has some problems:

Overall, the facilities are still limited, so they impact on the quality of teaching English

My school is in rural area, so students do not have the environment to communicate while learning the communication subject, as well as their families are poor so they don’t have much money to buy equipment such as cassette, computer or reference book for the children

In this secondary age students remember quickly but also forgot easily, often afraid of hard so affect to learning English

The consciousness about learning of a number of children is low, most of them don’t learn old lessons so teachers have difficult to indoctrinate new knowledge related to the knowledge that they taught.

3 Status of the problem.

To the teachers They almost don’t grasp of Vietnamese grammar in secondary program Which questions it refers to and in which part; grade it is taught So during teaching English, teachers present English grammar without effects It may be due to different concepts For example: Trạng từ và trạng ngữ cùng dùng để chỉ một từ loại

To the students They do not know how to mount the grammar of the two languages and often have a habit of speaking, writing in their mother tongue Often learn in passive way so afraid to communicate, practice They usually do English exercise forms in that have not been applied in Literature Learn some English grammar that has not learnt in Literature - Vietnamese subject

Basing on the statistics of English subject in class 6B, Quynh Chau secondary school in school year 2013-2014

Students Good Percent Confiden

t

Percent Average Percent Weak Percent

II The measures are taken to improve the situation.

Here I offer a number of issues that we can jointly solve From knowledge

of English related to Vietnamese to exercises that Literature teacher can give out to strengthen knowledge for students To solve this problem we need the cooperation

of Literature - Vietnamese subject teachers That cooperation is together to find out English grammar rules that are related to Vietnamese and give related exercises forms to students The grammar rules of English will be presented by me below in sequence from grade 6 to 9 with the suggestions and exercise forms

* For Grade 6:

I Part of speech:

A Knowledge

a Consolidation of the name:

- Provide the name of various kinds of part of speech and the differences in the process of teaching Vietnamese following the below table:

English Vietnamese DifferencesNoun

AdjectiveVerbAdverbPronounConjunctionPrepositionInterjectionArtical

Danh từTính từ Động từ Phó từĐại từ ( Lớp 7)Quan hệ từ( Lớp 7)Thán từ( Lớp 8)

b Reinforce the concept: Give the definition of the kind words learned (or

not learned that related to the type column from English)

For comparison purposes, I would like to present the definition of the kind words in English as follows:

Definition the part of speech (In English)

1 Verb: is used to show an action or a state of being

Ex: go, write, exist, be

2 Noun: is used to refer to people, animals, objects, substances, states, events,

ideas and feelings A noun functions as a subject or object of a verb and can be modified by an adjective

Ex: John, lion, table, freedom, love

3 Adjective: is used to describe or specify a noun or pronoun

Ex: good, beautiful, nice, my

4 Adverb: is used to modify a verb, adjective and other adverbs.

Ex: completely, never, there

5 Pronoun: is used in the place of a noun or phrase.

Ex: I, you, he, she, it

6 Preposition: used before nouns to form a phrase that shows where, when, how

and why

Ex: in, above, to, for, at

7 Conjunction: is used to join clauses or sentences or words

Ex: and, but, when

8 Interjection: used to show surprise or emotion.

Ex: oh!, Good Lord

c Consolidation of grade through identification of the position of the word

Ex: boiling, burning, a humble,

B By the practicing.

- Exercise about definition the parts of speech and parts of sentences

Ex: Hãy chỉ ra các từ loại và thành phần của câu:

Nam chơi bóng đá với bạn của cậu ấy mỗi chiều thứ Bảy.

- Exercise about finding and differentiate the part of speech

Ex: Hãy liệt kê ra các đại từ, danh từ, tính từ, động từ trong đoạn văn sau:

Tháng ba là tháng bắt đầu của mùa xuân Vào đầu tháng ba, tiết trời mát

mẻ và ấm áp Ông mặt trời rọi những tia nắng vàng rực rỡ xuống mặt đất Các loại cây cối đua nhau đâm chồi nảy lộc Các loài hoa cũng đua nhau khoe sắc, tỏa hương vào mùa xuân Vào những ngày xuân, em thường được ông bà, bố mẹ đưa

đi chơi Em rất thích khung cảnh mùa xuân, vì khung cảnh rất đẹp và thoáng đãng

Em yêu mùa xuân và luôn mong chờ mùa xuân đến với đất trời quê em.

- Exercise about using the words given to make sentences

Ex: Hãy dùng từ gợi ý để hoàn thành câu sau:

Hoa / trường / xe đạp / Nga / ngày.

I The first singular person Tôi, tao, ta, tớ, mình

We The first plural person Chúng tôi, chúng ta, chúng tớ,

chúng tao, chúng mình

You The second persons Bạn, các bạn, đằng ấy, mày, bọn mày, tên kia, lũ, đám

They The third plural person Chúng nó, Họ

He The third male singular person Anh ấy, cậu ấy, ông ấy, gã ấy, y, hắn, thằng

She The third female singular person Cô ấy, chị ấy, bà ấy, ả, thị

It The third non - sex singular person Nó

B By the practicing.

- Exercise about replacing nouns as subject by pronouns as subject and definition the person

Ex: Thay thế các danh từ làm chủ ngữ đã đươc gạch chân bằng các đại từ tương ứng:

- Lan và mình là những học sinh lớp 6A.

- Hùng và bạn đang tưới hoa à?

III Sentences:

A Affirmations

a Knowledge: Determination parts of the sentence.

English sentence structure includes:

Subject -> Verbs -> Additional Language / New Language -> adverb

(Objects are words or phrases that impact only object of the subject - adverb can

stand in different positions in the sentence)Meanwhile ingredient in Vietnamese only the subject and predicate so when say we often forget the word "thì" That leads sts to forget verbs in English

Ex: Tôi cao (đầy đủ là “ Tôi thì cao”)

I tall I am tall

(Concerning this part, there is phrase

Ex: I often have a habit of saying that "bố tôi", when translating into English Students often speak and write as "father I" or "father me" So suggesting that we say correct phrase: “bố của tôi” to translate into more standard English: “my father”)

b By the practicing.

- Exercise about identifying parts of the sentences

Ex: Hãy xác định các thành phần của câu sau:

Lan và Nga luyện tập Tiếng Anh mỗi ngày.

- Exercise about arranging words into the completed sentences

Ex: Hãy sắp xếp các từ sau thành câu hoàn chỉnh:

đưa / bách / cuối / của / bố / ấy / thú / tuần / Lan / vườn / cô / đến / vào /.

- Exercise about using words given to complete sentences

Ex: Hãy dùng từ gợi ý để hoàn thành câu sau:

Bố / Hùng / đi làm / xe máy / ngày mai /.

B Negatives

a Knowledge: Determination of the sentence.

English sentence structure included (except the assertion that negative):

Subject -> auxiliary -> not -> verb / complement -> (object) -> adverb.

Or: Subject -> auxiliary -> no -> complement -> adverb.

(Auxiliary is supplementary word for verb and no meaning (except "be"))

Meanwhile Vietnamese negative sentences often have the word "không"

after subject, so students often forget Auxiliary.

Ex: Hôm nay, Hoa không đi học Students often translate as: "Today, Hoa not go to school." Which correct sentence is: "Today, Hoa does not go to school."

b By the practicing.

- Exercise about identifying parts of the sentences

Ex: Hãy xác định các thành phần của câu sau:

Lan và Nga không học môn tiếng Anh vào thứ sáu.

- Exercise about arranging words into the completed sentences

Ex: Hãy sắp xếp các từ sau thành câu hoàn chỉnh:

không / nói / đi / ăn / mẹ / với / mình / kẹo / của / ngủ / mình / lúc / rằng / trước.

- Exercise about using words given to complete sentences

Ex: Hãy dùng từ gợi ý để hoàn thành câu sau:

Nam / không / thích / bóng đá / Huy.

Auxiliary + S + V/C 1 + OR + V/C 2 ? Or: Auxiliary + S 1 + OR + S 2 + V/C?

S + auxiliary (but do/does/did) + V/C.

S + auxiliary (but do/does/did) + V/C.

Question words are:

What : Gì, cái gì ( What color : màu gì; what time : mấy giờ )

Where : Ở đâu When : Khi nào

Which + N : … nàoWhy : Tại saoWho : AiHow :Như thế nào ( How old : Bao nhiêu tuổi ; How often : thường xuyên như thế nào ; How + Adj :cái gì … như thế nào / bao nhiêu )

b By the practicing.

- Exercise about reading the text then answer the question

Ex: Đọc đoạn văn sau rồi trả lời câu hỏi:

Sông Hồng đẹp nhất là vào khoảng cuối xuân đầu hạ Buổi sớm, sương mù giăng giăng trẽn mặt nước Bờ dâu, bãi mía bên kia sông thấp thoáng, mờ ảo một vệt xanh như khói kéo dài tít tắp Dãy thuyền chài cặp sát chân kè đá đã lấp loé ánh lửa nấu cơm Chuyến đò ngang đầu tiên chở khách từ phía Vĩnh Phúc sang đang từ từ cập bến Mấy bà, mấy chị người gánh chuối, kẻ gánh ngô hay mấy bu

gà vịt, mấy mẻ tôm cá tươi roi rói, hối hả nối theo nhau dọc phố Hậu Bình, Lê Lợi

để vào chợ Nghệ Trên bãi sông, tiếng gọi nhau í ới, tiếng nước vỗ mạn thuyền róc rách, tiếng mái chèo gõ nhịp đuổi cá trên sông lan xa trong gió sớm; tạo thành thứ

âm thanh quen thuộc của cuộc sống bình yên.

1 Sông Hồng đẹp nhất vào khi nào?

2 Cái gì trên mặt nước vào mỗi sáng?

3 Bên kia sông có gì?

4 Chuyến đò đầu tiên hay cuối cùng đang từ từ cập bến?

D Suggestions (In English = week 29 grade 6)

a Knowledge:

There are three type suggestions in English.

- Consolidate the parts in grade 6.

- Introduce and reinforce.

- Introduce and reinforce the kinds of questions

+ Affirmative sentences - Characteristics and identification

+ Negative sentences - Characteristics and identification

+ Questions - Characteristics and identification

+ The comparison of adjectives

Ex: In negative sentences, there is word: “not” or “no” but there isn’t question mark.

c Questions

- Represent three question sentences that students learned in grade 6 Give

the characteristics to identity

Ex: In English, there is auxiliary at the beginning of the sentence but in Vietnamese, there is often “à” or “có phải không” at the end of “yes – no questions”, There is “hoặc, hay, hay là” in OR – question; “gì, đâu, nào, tại sao, ai, mấy, khi nào” in Wh – question

d The comparison of adjectives.

- In English, there are three comparison sentences of adjectives:

In Vietnamese, there is often word: “hơn” and the forms in English are:

To be + short adj-er + than + N/S2

To be + more + long adj + than + N/S2

+ Superlatives

In Vietnamese, there is often word: “nhất” and the forms in English are:

To be + the + short adj-est + A.( A is adverb phrase).

To be + the most + long adj + A.

e Suggestions (In English = week 29 grade 6)

There are three type suggestions in English

- Exercises of the comparison of adjectives Primarily for students to know the concept: equal comparison; comparatives; superlatives

III Persons.

A Knowledge:

- Strengthening the knowledge and practice as grade 6 teachers can offer more forms of exercises such as: Change the persons in the text, especially in the conversation.

Ex: Students often get the following error:

In the conversation Lan said Huy: “ Mình sẽ tặng bạn quyển truyện tranh của mình nhân ngày sinh nhật bạn.”

When answering the question: : “Lan tặng gì cho Huy?; Lan tặng quyển truyện tranh nhân dịp gì ?” Students often get the mistake about persons

B By the practicing

Exercise about change the persons in the textes or conversations

Ex: Change the words that underline in the text that you are Va-li-a:

Mở đầu Nô-en ngày ấy, cô bé Va-li-a 11 tuổi được bố mẹ đưa đi xem xiếc -Diễn biến Chương trình xiếc hôm ấy tiết mục nào cũng hay, nhưng Va-li-a thích nhất tiết mục cô gái xinh đẹp vừa phi ngựa vừa đánh đàn Cô gái phi ngựa thật dũng cảm Cô không nắm cương ngựa mà một tay ôm cây đàn măng-đô-lin, tay kia gãy lên những âm thanh rộn rã Tiếng đàn của cô mới hấp dẫn lòng người làm sao Va-li-a vô cùng ngưỡng mộ cô gái tài ba -Kết thúc đó Từ đó, lúc nào trong trí óc non nớt của Va-li-a cũng hiện lên hình ảnh cô diễn viên phi ngựa, đánh đàn

In English, changing derect to the indirect sentences they must:

- Change the person (pronouns), verb, adverb, possessive adjectives, demonstrative pronouns and adjectives (this -> that)

- Determine the sentences to change: affirmations, negatives, questions

B By the practicing.

- Exercise about changing derect to the indirect sentences and contrary Ex: Change sentences into indirect sentences

1 Nam nói: “Mình làm bài tập Tiếng Anh này ở nhà của mình”.

2 Lan hỏi Ba: “ Bạn làm bài tập Tiếng Anh này à?”.

II Passive sentences (In English = week 22, grade 8)

A Knowledge:

In English, changing active into the passive sentence they must:

- Identify the sentences can be changed or not

- Identify the active sentences The subject + verb + object + adverb

- Identify the time of verb and kind of verbs (tense)

- Change the pronouns

Ex: Anh ấy đã tặng tôi bông hồng tối qua

CN ĐT TN1 TN2 TT

=> Tôi đã được tặng bông hồng bởi anh ấy tối qua

B By the practicing.

- Exercise about changing active to the passive sentences and contrary

Ex: Change sentences into passive sentences

Nam đã làm bài tập Tiếng Anh này hôm qua.

III The comparison of adjectives and adverbs. (In English = week 20 grade 8)

Represent the comparison of adjectives in grade 6 and 7 and explain that comparing about adverbs is the same comparing about adjectives

- In English, there are three comparison sentences of adverbs:

In Vietnamese, there is often word: “hơn” and the forms in English are:

To be + short adv-er + than + N/S2

To be + more + long adv + than + N/S2

+ Superlatives

In Vietnamese, there is often word: “nhất” and the forms in English are:

To be + the + short adv-est + A.( A is adverb phrase)

To be + the most + long adv + A.

B By the practicing.

- Exercises of the comparison of adverbs Primarily for students to know the concept: equal comparison; comparatives; superlatives

IV Some common phrases

Below are some phrases that Literature teachers can offer to students

+ Would you mind… (In English = week 26 grade 8)

+ (not) enough to + V (In English = week 2 grade 8)

+ Not only but also… (In English = week 16 grade 8)

+ So so (In English = week 14 grade 8)

+ Too so that