Uring the intergrated curriculum to teach unit 16 historical places english 10 with a view to rairing peoples awareness of protecting historicalplaces

1 THANH HOA DEPARTMENT EDUCATION AND TRAINING TRIEU SON 5 HIGH SCHOOL EXPERIENCE INITIATIVES USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A V

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THANH HOA DEPARTMENT EDUCATION AND TRAINING

TRIEU SON 5 HIGH SCHOOL

EXPERIENCE INITIATIVES

USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF

PROTECTING HISTORICAL PLACES

Author: Le Thi Phuong Position: Teacher

Experience initiative in the field: English

SCHOOL YEAR: 2016 - 2017

THANH HOA DEPARTMENT EDUCATION AND TRAINING

TRIEU SON 5 HIGH SCHOOL

EXPERIENCE INITIATIVES

USING THE INTEGRATED CURRICULUM TO TEACH UNIT

16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING

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TABLE OF CONTENTS

References

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I INTRODUCTION 1.1 Rationale

Nowadays, along with the development of society, English has become the most popular language all over the world and it is considered as the officially international language Harmer (2001) says that although English is not the largest number of native or first language speakers, it is widely used

by many people in as their second language With its essential role, English is gradually taught in high schools as a main subject in many countries In learning English in school, it is compulsory to develop skills in speaking, listening, reading and writing that will be necessary for students to participate

in society and future life better

I remember learning in the classroom and being taught subjects in isolation For instance, I was only taught reading comprehension in reading class or math in only mathematics class or English in English class but never

in other subjects I often wondered why some math concepts weren't taught in English or some historical events weren’t taught in English since they somehow seemed to have a relationship Nowadays the integrated curriculum has been widely used at schools When I taught through an integrated curriculum, my students showed higher signs of retention at an increased rate than when an integrated curriculum was not implemented The reason for this

is because they were able to more closely relate to content and make real world connections in integrated curriculum approaches Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged The fact shows that through many periods of English subject at school, teachers can introduce knowledge in some other subjects such as history, geography, literature, maths,etc…related

to units in the textbook

For above-mentioned reasons, I have decided to study on the integrated curriculum and apply this method to design a lesson plan of unit 16: historical places in English 10 By integrating knowledge of some other subjects such as maths, geography, history, culture, literature and civic education and life to teach unit 16, I expect that students will not only learn more about the typical features of historical places but also raise their awareness of protecting our historical places

1.2 Aims and objectives of the study

This paper sets the aims and objectives as follow:

- Have a general brief of integrated curriculum and CLIL (Content and Language Integrated Learning)

- Bring an insight into historical places in general and Van Mieu – Quoc

Tu Giam (Temple of Literature) in particular

- Design a lesson plan of unit 16: Historical places in English 10, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,…related to Van Mieu - Quoc Tu Giam

- Raise people’s awareness of protecting historical places in general and Van Mieu – Quoc Tu Giam (Temple of Literature) in particular

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1.3 The scope of the study

In this paper, beacause of our limited time and knowledge, I only focus

on a historical place in Viet nam, Van Mieu – Quoc Tu Giam (Temple of Literature) In gerenal, I only show some typical features of this site

1.4 Method of the study

I use a combination of different methods:

- Collecting materials: Data are taken from various reference books and websites, which related to Van Mieu – Quoc Tu Giam (Temple of Literature) Moreover, information sources are also accessed from Internet

- Analyzing and synthesizing: Data are analyzed to choose important information about Van Mieu – Quoc Tu Giam (Temple of Literature) After that, synthesize them

- Consulting our supervisor and other experienced teachers

1.5 Design of the study

The study consists of three parts:

2.2 Lesson plan and the result

In this chapter I suggest a lesson plan of unit 16: Historical places in English 10 with an aim at showing some information about Van Mieu – Quoc

Tu Giam (Temple of Literature) As a result, I hope that my students will have more knowledge about this historical place and be aware of the need of protecting it

2.1 1 Integrated Curriculum

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life We can see the definition of the integrated curriculum from this picture

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Teachers often integrate history, geography, economics, and government in an intradisciplinary social studies program Integrated science integrates the perspectives of subdisciplines such as biology, chemistry, physics, and earth/space science Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world The program reports a positive impact

on achievement for students who participate

2.1.2 CLIL (Content and Language Integrated Learning)

CLIL, which stands for Content and Language Integrated Learning and , refers to teaching subjects such as science, history and geography to students through a foreign language (see the picture below)

The term CLIL was coined by David Marsh, University of Jyväskylä, Finland

(1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language"

The fact shows that the themes of the units in the text book of English 10,11 and 12 have a relationship with other subjects Therefore, using units in the

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textbook to introduce knowledge of other subjetcs brings about many benefits for both teachers and students

2.2 Lesson plan and result after applying the research

2.2.1 Lesson Plan of Unit 16: Historical Places, English 10

I TOPIC

USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING HISTORICAL PLACES

II LEARNING GOALS

By the end of the lesson, Ss wil be able to improve

1 In term of knowlege

- Understanding more information about Van Mieu – Quoc Tu Giam (Temple

of Literature)

- Its dynasty when it was built

- The place where the historical place situated

- The purpose of the construction

- Its age

- Time to complete

- Architecture of the Temple of Literature

- Some typical scenic features of the Temple of Literature

- Knowing the knowledge of other historical places and suggesting ways to protect them

2 Skills

- Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context

- Use the information they have read to discuss the topic

- Practise working individually, in pairs and in groups

- Practise observing and analysing maps

- Using intergrated subjects (Mathematics, Physics, History, Geography, Civic Education and Cultural Knowledge, etc.) to explain some further information

Students use literature knowledge to explain the meaning of Van Mieu,

a reprentative of Confucian ways of thought and behaviour

- Cutural Knowledge

Students use their cultural knowledge about the Temple of Literature to explain its architecture and why it becomes national pride of Vietnamese people

- Knowledge of Civic Education and Life

Students have chance to improve their awareness of protecting historical places through images of current status of some historical places and know their responsibility towards this matter

* For learners:

Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged They have a chance to show how master they are in other subjects by presenting related knowledge of maths, geography, history, culture, literature and civic education and life As the matter of fact, Students will gain more knowledge through the unit

V TEACHING DEVICES

- Using projectors, pictures, images, maps, handouts, video, diagrams, etc

VI ACTIVITIES AND PROCEDURES

UNIT 16 : HISTORICAL PLACES

SECTION A – READING (PERIOD 98)

1 What are the names of the places?

2.Where are they located?

- Show pictures of historical places from number 1,2,3,4

-Check student’s answers and give the feedback

+Picture 1:

Sixty-nine years ago at Ba Dinh Square, on September 2, 1945, President Ho Chi Minh read the Declaration of Independence, proclaiming the birth of the Democratic Republic of Vietnam.

The President Ho Chi Minh

Mausoleum

+Picture 2:

-Look at the pictures and discuss

1 What are the names of the places? 2.Where are they located?

- Answer the

questions

+ Picture1:T

he president

Ho Chi Minh Mausoleu

m, Ha Noi

Temple of Literature (Van Mieu-Quoc Tu Giam)

- Conclude that they are historical places in Vietnam

+ Picture 2: The Imperial City of Hue - The citadel, Hue

+Picture 3: Thien Mu pagoda, Hue

+Picture 4: Van Mieu – Quoc Tu Giam (Temple of Literature),

Ha noi

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- Show the pictures of Temple of Literature (Van Mieu –

Quoc Tu Giam)

Temple of Literature (Van Mieu-Quoc Tu Giam)

- Call one student to ask “ Do you know this place and

what is its name?

- Give the name of this place and its location

+ This is Van Mieu - Quoc Tu Giam(Temple of

Literature), Hanoi, Vietnam

- Lead students to the topic of reading passage It talks

about Van Mieu - Quoc Tu Giam(Temple of Literature)

It is one of the most famous historical places in Vietnam and it is also the first university in Vietnam

* TEACHING VOCABULARY:

-Ask students to look at the screen and pay attention to all

the words underlined in red color in the reading passage

-Look at the picture and guess the name of this place and its location

-Listen to the teacher

-Look at the pictures and listen

to the teacher

In 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation The names, places of birth and achievements

of top students in royal examination were engraved on stone stelae These stelae, carried on the backs of giant tortoises , are still standing today and they attract great interest from visitors.

After more than 900 years of existences, Van Mieu is an example of well-preserved traditional Vietnamese architecture The banyan trees

in Van Mieu , which witnessed festivals and examinations during feudal times, continue to flourish Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamese people.

- Give vocabulary by asking students to look at the

pictures on the projector and guess the words or phrases

or give the synonym and explanation of vocabulary

- Show the first word “originally” and ask students to

guess the meaning with synonym word: “Firstly”

- Show the second word “representative” and explain “

This is a typical person or thing in a group” And then

students give its meaning

- Show the third word “Confucian” and explain “Khong

Tu was the pioneer thinker” And then students give its

meaning

- Show the fourth word “talented” and give its synonym

“very excellent” and then students give the meaning

- Show the fifth word “ engrave” and show the picture and

then ask Students “What is he doing?”.Then Students give

its meaning

- Show the next “ stele or stelae”, show the picture and ask

and guess the words

or phrases

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“What is this/are they?” And then Students answer

- Show the next “ tortoise”, show the picture and ask

“What is this/are they?” And then Students answer

- Show the next “ banyan tree”, show the picture and ask

“what is this?” And then Students answer

- Show the last “flourish”and give its synonym: “grow

-Look at the board and listen

to the teacher -Write down on the notebook and read after the teacher -Read the words or phrases

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well” and ask students to give its meaning

- Show all words or phrases, then ask students to look at

the board and listen to the teacher first

- Originally /ə'riʤnəli/ (adv) = Firstly

* VOCABULARY

Đầu tiên,trước tiên

- Representative (n) /,repri'zentətiv/ Đại diện

- Confucian (n) /kən'fju:∫n/ Người ủng hộ Khổng Tử, người

- Banyan (tree ) (n) /'bæniən/ Cây đa

- Flourish (v) /ˈflʌrɪʃ/ mọc sum sê, phát triển

- Ask students to write down on their notebook, then read

after the teacher

- Call 1or 2 students read the words again, then check

1 Van Mieu was originally built in 1070 in Ly dynasty

A beautifully B initially C finally

2 It is representative of Confucian ways of thought and

behaviour

A typical B fond C traditional

3 Van Mieu was a place to memorialize the most brilliant

scholars of the nation

A ignore B gather C honor

4 The stone stelae were engraved with the names of the

top students in royal examinations

A printed B carved C washed

5 The banyan trees in Van Mieu continue to flourish even

now

A slow down B fall off C grow well

-Teacher asks students to read each sentence and all

options and translate into Vietnamese(Give any help if

necessary) Make sure that all of them understand all

sentences in task 1

- Ask them to give their answers by calling on some

students to give their explanation

Answers:

again -Review the vocabulary with the part of vocabulary checking: Task 1 -Give answers

of Literature based on the pictures

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1 B 2 B 3 C 4 B 5 C

- Show the Picture 1 and 2 of the architecture of Van Mieu

– Quoc Tu Giam And then ask students to descbibe the

structure of Van Mieu in Vietnamese or English

Picture 1:

Picture 2:

* Tructure of Temple of Literature:

The Van Mieu is built in the shape of a parallelogram,

modeled after the Temple to Confucius in Qu Fu, China It

consists of five courtyards lined out in order, entrance to

the first, via the impressive twin-tiered Van Mieu gate

leads to three pathways that run through the length of the

complex The centre path was reserved for the King only,

the one to its left for administrative Mandarins and the one

to its right for military Mandarins

- Show the content of reading passage and, then ask ss to

look at on the projector

- Open the video of the content’s reading passage and

ask them listen carefully

- Listen to the video

- present the source and

location of Van Mieu – Quoc Tu Giam (Temple of Literature)