Applying the interdisciplinary knowledge to teach the section speak unit 1 english 8 for the students in grade 8 at nga tan secondary school

APPENDICES TABLE OF CONTENT SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ PHÒNG GD&ĐT NGA SƠN SÁNG KIẾN KINH NGHIỆM APPLYING THE INTERDISCIPLINARY KNOWLEDGE TO TEACH THE SECTION: SPEAK - UNIT 1 ENG

TABLE OF CONTENT

1 Reasons for choosing the study.

2 The purpose of the study

3 Scope of the study

4 Method of the study

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II CONTENT

1 Theoretical background

2 Practical background.

3 The sollutions

3.1 The steps made in writing a paragraph or an essay writing

3.2 Some steps of essay writing and the methods to practise

them

3.2.1.Describing people

3.2 2.Descibing places/ Buildings

3.2.3.Descibing places/ Buildings

III.CONCLUSION

1 Limitations of the study

2 Recommendations for further research.

3 Conclusion.

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IV REFERENCE

V APPENDICES

TABLE OF CONTENT

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

APPLYING THE INTERDISCIPLINARY

KNOWLEDGE

TO TEACH THE SECTION: SPEAK - UNIT 1

ENGLISH 8 FOR STUDENTS IN GRADE 8

AT NGA TAN SECONDARY SCHOOL

Người thực hiện: Trịnh Thị Hà Chức vụ: Giáo viên

Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn

SKKN thuộc môn: Tiếng Anh

TABLE OF CONTENT

1 Reasons for choosing the study

2 The purpose of the study

3 Scope of the study

4 Method of the study

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II CONTENT

1 Theoretical background

2.Situation of the problem before applying the study

II.2.1 General reality of the school

II.2.2 To the student

II.2.3 To the student

II.2.4.The reality of interdisciplinary integrated teaching in English

3 The sollutions

3.1 Principles of integration

3.2 Methods of implementation when integrating interdisciplinary

knowledge in the lesson

3.2.1.The aims of the lesson

3.2.2 Overview of the layout of the lesson

3.2.3 Teaching activities and teaching process

II.4 Efficiency of the study

4.1.The result

4 2 The meaning of the research topic

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III CONCLUSION AND RECOMMENDATION

1.Conclusion

2 Recommendations for further research

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IV REFERENCE

V APPENDICES

I INTRODUCTION

I.1 Reasons for chosing the study

As we all know, today, English plays an important role in communication It

is widely used around the world and considered as the common language ofcommunication, especially in the period of the current international integration

So English has an important position like other subjects in school The teaching

of English is required today as increasing not only the knowledge but also theconcern of every teacher to teach this course in Vietnam That is why all of theteachers of English have to try their best to find out the methods in order to helptheir students master the knowledge of this subject easily I am also an Englishteacher Through the experience I have got during my teaching, I have found outthat using integrated teaching in teaching English is very effective

Through many years of teaching, I have found that it is necessary tocombine knowledge between the subjects to solve a problem in a subject Thatnot only requires the subject teacher not only to master the knowledge of thesubject they are teaching but also to constantly improve the knowledge of othersubjects to help them solve the situations, the issues raised in the subject in thefastest, most effective way

The textbook program in general, English in particular has beenimplemented as a program that is based on a theoretical perspective Content ofthe new program The Ministry of Education is planning to reform in view ofpracticality, focusing on basic knowledge and skills, attaching importance topractical application, integrating many aspects and many contents education Theteaching process is mainly oriented for students to self-learn, self-study, self-discover and occupy new knowledge The renewal of such views is indispensable

if we do not want our education to lag behind the general trend of worldeducation but according to UNESCO's orientation, there are 4 pillars: "Learning

to know, study to do, learn to live, learn to assert themselves ”(1)

Integrated teaching is one of the educational perspectives of interest

Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students In fact in schools today, the teaching in the direction of English Tieengs is less concerned, most teachers are afraid to link, integrate with the relevant content from previous lessons or lessons of another subjects In this situation, I have studied and launched the initiative: “Applying the interdisciplinary knowledge toteach the Section: Speak - unit 1- English 8 for students in grade 8 at Nga Tan

secondary school” I hope that, teachers, students and those who are interested in the issue of professional reference, supplement and comment to improve the topic.         

I 2 Purposes of the study

 Integrated teaching:  

- Helps students understand connections and how to connect

- Raw connections from the real world

- Makes connections through a common them

- Focuses the Learner on the Mastery of Objectives/Overall Goals

- Models for Students the Resources Used in Research

I 3 Scope of the study

The study is focused on the students of class 8C at Nga Tan secondary school

I 4 Method of the study

- Methods of survey and experiment

- Methods of summarizing experience

- Methods of research time

II CONTENT

II.1 Theoretical background

Currently, integrated teaching is one of the educational perspectives ofinterest Implementing integration in teaching will bring a lot of benefits to theformation and development of action capacity, problem solving capacity forstudents

     Integration in the most general sense is understood as the integration ofdifferent components, components in a harmonious, compatible way in a whole.Integrated teaching is formed on the basis of positive notions about the learningprocess and the teaching process, implementing the integrated view in educationwill contribute to the development of general thinking and solving abilityproblems and make learning more meaningful for students than learning andimplementing education aspects separately Things, natural and socialphenomena, which do not exist in a sporadic, single way, are synthesized,complete and closely related

More importantly, integration is a process of thinking and awareness that

is naturally evolving in people in all areas of activity when they want to worktowards their effectiveness The integrated view allows people to recognize thekey things and the organic relationships between elements in the system and inthe process of operating in a certain field Reasonable and meaningfulexploitation of these links leads both theoretical and practical activists to newinnovations, avoiding duplications that waste time, finance and human resources

In particular, this view leads people to develop many types of activities, creating

an environment to apply what they perceive into practice, thereby impacting andchanging practices Therefore, integration is a matter of human awareness andthinking, is the dominant philosophy / principle, orientation and decision ofhuman activities.

The theory of integration is applied to education to become a point of view(a trend of thought) popular teaching theory in the world today Integration trendsare also called inter-association trends that are being implemented on manylevels and levels in the development of educational programs The program isbuilt from an integrated perspective, primarily based on an educationalperspective to develop learner capacity (Rogier, 1996)

The international conference welcomes the 21st century entitled

"Connecting the knowledge system in a learning world" with the participation ofnearly 400 educators from 18 countries held from December 6th to 8th, 2000 inManila (Philippines) One of the main issues discussed actively in this workshop

is the pathways and ways to connect learner-oriented knowledge systems in theinformation age To meet the demand of connecting the knowledge system in alearning world, inter-branch thinking is designed right in the content, researchfacilities and teaching methods Thus, when faced with the need to resolveknowledge conflicts of learning situations, learners not only solve them online orinterpolation but can also be solved by flexible application of interconnectioncapabilities

The common purpose of learning is to understand the connection of allphenomena and things Integration is a way of thinking in which links are sought,

so integration makes true learning happen (Clark, 2002) Thus, with thedefinition of learning as a way of finding relationships and connectingknowledge, Clark affirmed the indispensable integration rule of the true learningprocess Specifically, the exploratory penetration of students into the process ofknowledge creation, meaningful learning, deep learning and deep learning areconsidered essential with effective teaching and learning And this discovery-exploring approach encourages students through a positive search process, whichwill combine rather than expand discrete knowledge (Hamston & Murdoch,1996) Many studies applying cognitive psychology to education have affirmed:the connection between concepts has been established to ensure that each studentcan effectively mobilize knowledge and capabilities to solve the situation, andcan face an unexpected difficulty, an unprecedented situation As a result,students have the opportunity to develop cross-cutting skills, abilities that canmove

What is the correct integration program? In its simplest concept, theintegration program involves creating connections, relationships What types ofconnections? Connect through the subjects? Connect with real life? Theseconnections are based on good knowledge / content based on skills /

competencies According to Drake and Burns (2004), the definition of anintegrated program has been a subject of discussion since the beginning of the20th century For over a hundred years, theorists have come up with three basictypes of integrated operations These types of integrations are identical althoughtheir names are often different Integration seems like the problem of the methodand level From this perspective, Drake and Burns (2004), propose theirdefinitions of integrated orientations that, according to them, are compatible withthe definitions set by educators over the past several decades These threecategories provide a starting point for understanding different integratedapproaches:

-    Multidisciplinary Integration

-    Interdisciplinary Integration

-    Transdisciplinary Integration(2)

In this intative experience I will mention interdisciplinary integration

According to the interdisciplinary approaching, teachers organize learningprograms around common learning content: topics, concepts andinterdisciplinary / disciplined skills They connect common learning contentwithin subjects to emphasize interdisciplinary concepts and skills Subjects areidentifiable, but they are less important than a multidisciplinary integratedapproach

Interdisciplinary integration is also understood as an option in whichmany related subjects are combined into a new subject with a system of certaintopics throughout many grades For example, English, Geography, History,Biology, Society, Education, Chemistry, and Civil Education are integrated intothe subject "Social and environmental studies”

II.2.Situation of the problem before applying the study

    Actual situation of teaching subjects in general, grade 8 English in particularalthough the concept of integrated teaching has been applied to teaching, but theefficiency is not high Therefore most of the current students have a normalattitude, have not promoted the positive in learning Teachers in schools do notreally understand the meaning, the importance of interdisciplinary teaching,especially the interdisciplinary teaching in English The process of integratinginterdisciplinary into the lesson still faces many confusion, so in the teachingprocess, it often focuses on the specific knowledge of the subject without theinterest and contact with other subjects On the students' side, there is a slightpsychological and subjective mentality in the subject They often think thatknowledge of the subject is light, not much effective in learning, so they lackinterest, even abandon the subject when they find that they have enoughnecessary points Therefore, when asked, exploiting deeply in the problem, theyare often embarrassed or unable to answer the question

II.2.1 General reality of the school.

Nga Tan secondary school is a school in the coastal area so condition of theschool is poor Condition of teaching English at school still face up with manydifficulties: No function rooms, facilities for teaching, teaching aids service arenot enough.

II.2.2 To the student

Most of the students are children of farmers so they don’t have good condition

to study well

My students are not keen on English They only learn because it is one of theircompulsory subjects They do not have chance to reach modern equipment so it

is very hard for the teacher to motivate them to learn well Therefore, the result

of learning English is not good

II 2.3.To the teacher.

They have few chances to approach new methods of teaching They alsoinvest so little time on studying for the subject They mind finding new methods

of teaching to teach effectively There are lack of facilities for the teacher tomake English lessons more attractive They have to teach without the help ofmodern equipment Therefore, English lesson is often boring The students don’tpay more attention to the lesson Consequency of this, the lesson has pooreffectiveness

II.2.4.The reality of interdisciplinary integrated teaching in English

      Conduct practical surveys

      In the 2018-2019 school year, conduct a quality survey for students of grade

8 without applying interdisciplinary knowledge into the lesson

The results are as follows:

*From that survey, I draw the following basic causes:

      Firstly, the teacher is not really enthusiastic about his teaching, but alsoimparts knowledge in one direction without placing students in the center, doesnot promote the self-study spirit of the students On the other hand, the teachers'evaluation and assessment are not really strict, many new questions are aware,understand and use at a low level without any questions relating to the subjects tosolve problems

    The secondly, students' learning has not determined the importance of thesubject When assessing the assessment, it is usually only considered to be safe

to "average"

    Thirdly, the students’ parents are not really aware of the role and meaning ofthe subject Their main purpose is how their children can do well in subjects such

as Math, physics, Chemistry and the remaining subjects, including of English,are just enough, not good

II.3 Solutions used to solve the problem

II.3.1 Principles of integration

- Ensure the goal: The selection and association of knowledge and skills mustaim at the educational goals of the class, the lesson that the above goal is tocreate people capable of acting on one solid knowledge and skills foundation

- Ensuring the science: The knowledge must be objective and reflect the nature

of things and phenomena

- There are similarities in content, methods of the subjects that are integrated sothat knowledge and skills support each other, helping learners have advantages inlearning and applying to life

- Ensuring feasibility: Learners can acquire and apply knowledge,interdisciplinary skills, teachers have conditions to organize and guide learning

- Avoid pressing and hugging: Accepting the knowledge of related subjects onlyplays a tool for the main content Content and activities must be structured tomeet the objectives of developing learners' competencies

II.3.2 Methods of implementation when integrating interdisciplinary knowledge in the lesson.

When integrating interdisciplinary knowledge into the lesson, the teachershould take the following steps:

II.3.2.1.The aims of the lesson

After the lesson, students can apply the knowledge, skills and attitudes ofthe subjects: English, Music, Art, Gymnastics and Literature to perform activities

of listening, speaking and describing people (Unit 1 - My friends-section: speak

in spoken and written language)

II.3.2.2 Overview of the layout of the lesson (3)

There are four parts in this lesson:

II.3.2.3 Teaching activities and teaching process

- Teaching activities: The lesson is divided into many activities, organized ingroup, individual, pair work and the whole class

- Lesson process: There is an attached lesson plan

- Lectures are conducted on electronic lesson plans (Duration: 45 minutes)

Unit 1: My friends

Period 3- Lesson 2: Section: Speak

(8th grade English of the Ministry of Education and Training) (4)

Students will revise and learn the adjectives used in describe one person

+ blond (a) : (tóc) vàng hoe

+ fair (a) : (da) trắng

+ slim (a) : dáng người thanh mảnh

+ straight (a) : (tóc) thắng

+ curly (a) : tóc xoăn

+ bald (a) : (đầu) hói

- Grammar section: Introduce and practice grammatical structure:

S +be + adj

S +have/ has + adj +hair

2 Skills:

      - Reflection skills in communication

      - Recognize bad habits that affect health and risk of disease Since then,self-regulation and formation of good habits in daily life as well as in eatingand drinking

3 Attitude:

         - A sense of self-awareness in health care for yourself

         - Adjust and abandon bad habits that are harmful to health

4 About forming and developing capacity

- Proactive, bold, confident, flexible in communication practice

II TEACHING AIDS

*Teacher:

   - Some pictures are in textbooks

   - Some pictures taken from online

   - Equipment / IT-related teaching aids:

- Projector

- video, clip of songs…

- Collect materials on the internet, consult teachers to teach subjects:Physical Education, Music, Literature, Art, Literature to have the necessaryknowledge to integrate student education through practice talking about the topic

- Mind map

III POSITIVE TECHNICAL METHODS

- Brainstorming

- Group discussion, pair

- Games: Guessing Game: Who is she? / Who is he?

- Mind map

- Handle situations

IV TEACHING PROCESS

1 Warm up

+ Integration with physical education and Music:

Ask student listen to the song: Head and shoulders and act according to the lyrics

of the song to not only give students a movement in the class to avoid sitting solong, but also develop listening skills and especially create an excitingatmosphere for students to study better

Students act like the lyrics of the song “head shoulder”

2 Pre- speaking.

*Presentation

+ Integration with Computer Science:

The teacher instructs students to surf some Websites(5) to find out the adjectivesthat are used to describe the person (complete the project in two days) Forexample, when doing the project, they can find:

The adjectives which the students may find

- Ask the four groups to show the class the result of the project which they have been required by the teacher (Work in groups to find out the adjectives using to describe a person- A mind map of adjectives)

Students of each group show the class the result of their project

- Then the teacher teaches vocabulary: Using pictures to elicit the meaning of new words from the students

- Checking: Rub out and remember

*While- speaking.

Guessing Game: Who is she? / Who is he?

- Teacher gives to students the photos of Van, Mr Lai, Miss Lien ….

The teacher elicits the language needed for the activities

- Teacher then drills the language: “This is a girl She is short and thin She hasblond hair” Students study individual photos

-Teacher models the task first:

T: This person is short and thin She has long blond hair Who is she?

St: Is this Mary?

T: Yes

- Ss carry out the speaking activity as T’s model above

- Some students read out their sentences:

+ This person is……

+ He / she has………

*Post-Speaking

+ Integration with Music and Art:

Students have the opportunity to show their thinking and association skills

to draw a person they like best at the same time listen to some English song(in 7minutes), then using the English adjectives they have just learned to describetheir favorite person they have drawn Finally they demonstrate the description inEnglish in front the class Others listen to the description

Students draw their favorite person while listening to some English songs

Students demonstrate the description in English in front the class

+ Integration with Literature:

After the lesson, The teacher asks to use literary knowledge to write a paragraph

to describe their favorite person in English using descriptive adjectives andnouns that refer to build and character Hand in in two days, try to decorate theirhand writing paper as beautiful as possible (home work) Teacher will ask 3students(one by one) to tell the class about their favorite person