Applying integrated teaching methodology to teach some english lessons for students in 12 form at le van linh upper secondary

With this initiative, I just want to help studentsuse the kowledge of Geography, History, Biology and Physical Education… tolearn English in order to make the lessons more useful and atr

1.INTRODUCTION

1.1.The reason for choosing the topic.

Implementing the resolution of the 8th Plenum of the Xth National Assembly onfundamental and comprehensive reform of educational training, our educationsector is preparing to make all – round innovations in the coming years Inparticular, the trend of integrated teaching is being mentioned in the development

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

in different disciplines or components of a subject that study into a unifyingcontent, based on theoretical and practical links that are addressed in the subjectmatter 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 Eachtheme is introduced in small lessons, so learners can have to understand anddevelop connections with what they already know and appriciate This approachintegrates knowledge from a variety of disciplines and encourage learners todeepen 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 informationencourage learners to participate in the preparation of lessons, materials, andpositive and deeper thinking than traditional lesrning with only one source As aresult, they will understand and feel more confident in learning [1]

Threfore, integrated teaching is an advanced and modern teaching trend thatmany teachers have in practice In particular, English is a subject that can integratethe knowledge of other subjects However, in reality, most teachers have onlyspecialized 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 ofthe problem is related to another subject and can use the knowledge of othersubjects 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 toorganize integrated teaching In order for the lecture content to be more lively, theteaching styles are varied and especially the student have the opportunity torecognize the same problem but have many subjects adjusted together to help thembetter understand the issue and the word It provides them with the skills to solvethe 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 helpstudents 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 studentsuse the kowledge of Geography, History, Biology and Physical Education… tolearn English in order to make the lessons more useful and atractive, besides,students aslo use their knowledge from other subjects to broaden their vocabularyand knowledge From there, they realise that learning English is always a continuosprocess of interation between subjects Above thought is very important and thetopic 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 ofhours? How to use the method to calculate the positive, take the initiative andcreativity of the students? It is anxiety, distress, thoughts of teachers’team who areready to dedicate all their all lives for teaching job That is why every teacher wecontinue to create, learn from colleagues to find out the best and the most suitablemethod for our students Being an English teacher I am myself always worriedabout my teaching and try to seek the best solution to convey knowledge for myown 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 takepart in activities [2]

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

- Theoretical and experimental experience in present environment to build upthe 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 intheir 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 isconsidered a modern teaching concept so as to promote students’ activeness whileimproving the quality of education in schools

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

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

2.1.2 Interdisciplinary integration.

By integrating the interdisciplinary approach, teachers organize curriculum based

on common learning content: Interdisciplinary subjects, concepts, concepts andskills They connect common learning content in subjects to emphasizeinterdisciplinary concepts and skills Subjects can be identified, but they think lessimportant than multidisciplinary approach

Interdisciplinary integration is also understood as an option in which manyrelated subjects are combined into a new subject with a certain set of topics throughout grades, for example, Geography, History, Biology, Social studies, Citizenship, Chemistry, Physics are integrated into the study “ Social and environmentalstudies” 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 whenthey apply subject and interdisciplinary skills to the real content of life Two pathslead to the cross-disciplinary integration: Project - based learning and negotiatingthe 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 ofknowledge, experience and method Every situation happening in life is always anintegrated one It’s not possible to solve a problem and tasks of theory and practicewithout using the combined and coordinated multidisciplinary skills of manydifferent fields.

Integrating in schools will help students learn smartly and creatively Knowledge,skills and methods of comprehensive, harmoniousband and sensible amount ofknowledge 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 intheir work, eager to learn However some of them are still shy in methodinnovation, do not dare to change or re-design textbooks They can not find outmany different methods to refine tasks In particular, a small number of teachersalso believe that forein language teaching only teach vocabularies, structures andteach 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 ofeducation, so they are not surprised or strange with the forms of examination andevaluation that the teachers set

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

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

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

of other subsects such as History, Geography, Physical Education and Biology tostudy 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 doscientific basis for the application of integrated teaching in foreign language at LeVan Linh high school

2.2.3.3.2 Differences.

Teaching foreign language through the integration of background knowledge ofother 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 areintegrated instructional programmers taught in 12th grade at Le Van Linh highschool 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 tocomprehend the text through some types of exercises: interpreting video clip toanswer questions and gap-filling

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

- 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:

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

- 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

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 somequestions

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:

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”

- Do as the requirement of theteacher

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 comparefootball and water polo

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 dialogueabout some international organizations

- Language: asking for and giving information from a passage

- New words: words related to the topic

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.

- 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 toremember name and logos of eachorganization

II.Pre-speaking :

-Applying History knowledge they

have learnt to anwser the questions.

Task 1 Work in pairs