Applying integrated teaching methods to some english lessons at high school

The teaching initiative: "Applying integrated teaching methods to some English lessons at high school," is my experience drawn from the process of research and teaching in many years.. A

1 INTRODUCTION

1.1 Reason for choosing the research

At present, English is not only the most popular language in the world but it

is also a popular foreign language in Vietnam Therefore, proficiency in Englishwill be a great advantage for applying for jobs as well as capture manyopportunities to start business from the global integration today In order to keep

up with this common process, teaching and learning English is given specialattention by the Ministry of Education Especially, the introduction of the ForeignLanguage Project 2020 has further emphasized the teaching and learning offoreign languages along the way This requires each student to have a certain level

of English to communicate at a very simple level Over the past years the Ministry

of Education and Training has directed to compose many textbooks in thedirection of communication for high school New courses and textbooks are moredifficult, with many new themes (Cultural Diversity, Nature, People and Places),with a wide range of knowledge related to other cultures and skills

If the teacher only provides students with grammars and vocabulariesrelated to topic of the lesson but forgets the interdisciplinary knowledge betweensubjects, the lecture is always dull, students always feel frightened and tired afterevery hour of learning Moreover, if the teacher ignores the integration of moraleducation, environment, population, etc for the student, it is a mistake Becausethese provide students with the opportunity to use new materials in real-lifesituations to communicate in real-life situations, and to help them develop morebasic skills such as problem solving, self-learning, collaboration and especiallycommunication From the above reasons, I am always anxious to find out whatmethods can help students feel more interested in learning English so that the

quality of lessons is better [4] The teaching initiative: "Applying integrated teaching methods to some English lessons at high school," is my experience

drawn from the process of research and teaching in many years

1.2 Aims and objectives of the study

With the initiative, I would like to make a small contribution to the change

of teaching and learning foreign language by the methods of integrated teaching.And by using these methods, teachers will help students form high abilities thatmeet social requirements

In addition, I also want to help students use the knowledge of Geography,Literature, Arts, Science to learn English to make the lesson more various andmore attractive Besides, students use their knowledge from other subjects tobroaden their vocabularies, knowledge and skills in life and in real situations.Therefore, they know that learning English is always a continuous process ofinteraction between subjects and has the opportunity to use English in real life

1.3 Scope of the study

- Knowledge: using integrated knowledge

- Student: Dang Thai Mai High School

- School year: 2017 – 2018

1.4 Method of the study

During this project I used the following measures:

- Analyze the practical situation of teaching and learning foreign languages

- Study integrated teaching methods

- Study teaching methods according to the Foreign Language Project 2020

- Study interdisciplinary knowledge with other subjects according to each topic inthe books

2 CONTENT

2.1 Theoretical background

The concept of integrated teaching is given in many different ways The

co-ordinated conference of the program of UNESCO, Paris 1972, defines: Integrated teaching of science is a way of presenting concepts and scientific principles that express the basic unity of thought Avoid shocks or too early differences between different scientific disciplines [1] With this in mind, integrated teaching aims to:

(1) Make the learning process meaningful by linking learning to everyday life, inrelation to specific situations in which the student will meet later, integrate theworld of school with the world of life (2) Distinguish the essential to the lessimportant Essential is the core competencies required for students to handlemeaningful situations in their life, or to lay the foundation for the next learningprocess (3) Teach the use of knowledge in practical, specific situations, useful forlater life (4) Establish a link between learned concepts The richer the information

is, the more advanced the system is, so that students really master the knowledgeand use knowledge when encountering an unexpected situation

The viewpoint of the Steering Committee for Renovation of Textbooks and

Texts after 2015 is that "Integrated teaching is understood as a teacher organization so that students can mobilize knowledge and skills in different fields

at the same time to solve problems, assist students in learning tasks, through which new knowledge and skills are formed, and then develop the necessary competencies” [2].

Integrated teaching can be understood as a teaching perspective to form anddevelop in students the necessary competencies including the ability to applyknowledge to effectively solve real situations It also means to ensure that eachstudent applies the knowledge learned in the school in new, difficult, unexpectedsituations To become a responsible citizen, a qualified worker, integratededucation requires that high school learning be linked to the circumstances of thelife that the student has Integrated teaching will maximize the individual growthand development of each student, help them succeed in the role of homeowners,citizens, and future workers [3]

2.2 The status of problem

The informants for the study consists of 152 students from four classes10A1, 12A1, 12A2 and 12A3, and 8 teachers of English at Dang Thai Mai HighSchool

- To the teachers:

Most of the school's teachers are highly qualified, enthusiastic, and eager tolearn They have actively innovated teaching methods to suit withcommunicative way For example, in the past few years they held extra activitiesfor students (Ringing the golden bell, Speaking contest), gave students more

chances to communicate through oral tests However, some teachers are still shy,they do not dare to change or redesign textbooks, have not found many differentmethods to refresh the lecture In addition, most of the teachers only focus onteaching vocabulary, grammar, reading comprehension for students, but spendingtime on speaking skills is limited.

Third: In subjects such as Literature, History, Geography they havelearned the integrated knowledge with many subjects So whenever they combineknowledge of a particular subject into foreign language to solve a problem, theywill not be surprised

• Disadvantages:

A large number of students are bad at English and English speaking.According to statistics from the survey at the beginning of the year, most studentssaid that English is a difficult subject; they have to learn a lot of vocabularies andstructures to be good at English And they said: there is no need to integrateEnglish with other subjects

2.3 Solution:

From the theoretical and practical basis, I find that integration teachinghelps students develop their thought, mind, creativity in learning and practicalapplication Therefore, in the school year 2017-2018 I have bravely applied anumber of interdisciplinary teaching to create excitement as well as help studentsapply knowledge of other subjects such as History, Geography, to English Atthe same time, through each topic, I have integrated many life skills such aseducation, population, vocational guidance, protection of local cultural heritage…

2.3.1 Teaching application

There are two main ways of integrated teaching methods:

2.3.1.1 Problem solving teaching

Concept: Problem-solving teaching is the way teachers apply in teaching todevelop the student's ability to explore independently by presenting problematicsituations and control student activities to solve problems

Characteristics of problem-solving teaching

(1) The basic characteristic of problem-solving teaching is that it comesfrom the problematic situation:

- The problematic situation always contains the content to be identified, a task

to be solved, a problem to be solved and consequently, the results of the study

and resolution of the grassroots will be new knowledge or new mode of action forthe subject.

- The problematic situation is characterized by a psychological state that occurs

in the subject while solving a problem which need new knowledge, new ways ofacting

(2) The teaching process from the viewpoint problem solving is dividedinto stages with a specific purpose:

- Make the problem-solving instruction in 3 steps:

Step 1: Understand the problem

- Create situations to suggest problems

- Explain and correct to understand the situation

- Address the problem

Step 2: Solve the problem

- Analyze problems, clarify relationships between what is known and what

to look for

- Proposing and implementing solutions, adjustable, even remove andredirect when necessary This stage is often used the rules of cognitive andcognitive strategies as follows: strange about familiar; specialize and transfer tolimited cases; see similar; generalization; consider relationships and dependencies;reflex and hypotenuse (this can be done many times until the right direction isfound)

- Show how to solve the problem

Step 3: Check and study the solution

- Check the correctness and suitability of the solution

- Check the reasonableness or optimization of the solution

- Learn the possibilities of application results

Suggest new issues related to similar considerations, generalizations,overturned issues and resolved if possible

* Make problem-solving instruction in 4 steps:

Step 1: Problem: Give the task, situation and purpose of the activity

Step 2: Study the Problem: Gather student knowledge, study materials

Step 3: Solve the problem: Give the solution, evaluate the optimal solution

Step 4: Applying: Applying results to solve situations, similar problems

(3) The process of teaching from a literacy perspective consists of a variety

of organizational forms: the learning process can take place with diverseorganizational forms that engage learners in the collective, brainstorming, andpainting Under the guidance, suggestion, counselor of the teacher; for example:

- Small group work (exchange ideas, encourage research )

- Implementing techniques to support arguments (sitting in circles,grouping small groups according to opinions of the same type )

- Brain storming, this is usually the first step to solve a problem (learnersare often asked to think, to put their ideas or solutions.

- Reporting and presenting (doing a variety of ways, from personalwriting, small group presentations, group reports to the whole class )

(4) There are different levels of student involvement: depending on the level

of student autonomy in the problem-solving process depending on the level ofstudent autonomy in the problem-solving process They refer to different levels, aswell as different forms of problem-solving teaching

2.3.1.2 Teaching Oriented Activities

The notion of innovating the quality of teaching in vocational training is toequip students with the skills to do more than re-inventive knowledge In order toachieve this innovative orientation, it is necessary to have active and problem-solving training methods Learners should be equipped with a certain amount ofbasic knowledge while linking and orienting to the competencies One problemhere is that the teaching and learning methods are effective in shaping students'abilities It has long been studied to approach operational theories to designteaching organizations that address these capabilities The nature of instructionalorientation is to direct students to work on technical issues or occupational tasks,

in order to prepare students for engaging in occupational tasks

- An activity that involves a lot of action and is always aimed at the object

to occupy it, the object that becomes the motive of the subject

- Action is taken by a series of actions to solve certain tasks, to achieve thepurpose of action

- Manipulation associated with the use of tools, vehicles under specificconditions

In any conscious act, psychological factors hold the function:

- Action Oriented

- Control of action taken

- Check and adjust the action

Applying the theory of activity to teaching activities means that studentsshould be considered as subjects of all learning activities (learning theory, hands-

on learning, production practice, learning about social and cultural activities), theteacher should develop the content of the activity to meet the requirements of thetraining objectives

The focus of instruction-oriented instruction is to organize the instructionalprocess in which students work to create a product Through this, the capacity forprofessional activity is developed

- Activity-oriented instruction is a fully functioning student organization inwhich an independent student designs an activity plan, performs the activity asplanned, and evaluates the performance

- Organizes the teaching process, in which students learn throughindependent activity at least according to their methodology.

- Learn through specific activities where the outcome of the activity is notnecessarily but rather open (results may vary)

- Organize classroom instruction aimed at developing students' skills insolving professional tasks

- Result-oriented instruction that creates products or ideas

Aspects of teaching methods, study-oriented classes are organized in thefollowing four stages:

Stage 1: Addressing unit problem - demonstrating learning outcome(Product)

At this stage, the teacher assigns the unit to the student to be aware of theproduct to be performed in the unit and the requirement to be achieved Thepresentation format is very rich and varied, depending on the condition and ability

of the teacher

If possible, organize the situation in the classroom If the situation is toocomplex, organize the class onsite (visit to the school), or record the scene andreturn to the classroom If there is no condition, it is simply a retelling, a teacher'sdescription of words or pictures This is not just an introduction, but also a lot ofimpact throughout the unit

The more complex the product is, the greater the difficulty is for the

student Lessons are started with simple tasks During this period, the teacher not only assigns tasks but also unites them, grasps the students about the plan, groups them and provides information on the related materials so that they can actively take part in the process

Stage 2: Organizational planning problem solving

At this stage, the teacher organizes the student to collect informationthrough the situation, what is observed, collected, and then reconciled with thecurrent condition Then determine what to know what to use which is difficult toask We see that situations play a very important role, so setting a situation is notsimple

Based on the analysis, the teacher organizes the student action plan to solvethe problem appeared in the situation

The product obtained during this period is the implementation plan, which

is itself prepared by the teacher before the lecture It includes a list of skills thatneed to be formed, the process of implementing each skill, the amount of timespent working on each skill, and the amount of new theoretical knowledge thatcomes in when performing those procedures Particularly, teachers should payattention to the time of theoretical interventions at the stage of operation so thatwhen students need teachers to meet the new time effectively

With the concept of professional skills formation, the formulation ofsituation analysis and planning skills do not spend too much time to implement,teachers only need to present content and produce standard products This is donemany times will gradually form the habit of students analysis and planning for thefuture, as well as students know why the teacher must have these products Inspecial cases, teachers can focus on organizing activities, but this is notencouraged in integrated teaching Because, it may be possible for students todevelop a process different from the one that the production line needs.

Stage 3: Organize the implementation according to the plan, the process hasbeen established

At this stage there are things to do:

- Sample manipulation of teachers

- General presentation of the process

- Trial step of students

- Evaluation trial step of students

- Note the common mistakes, causes and remedies, prevention

- Equipped with necessary theoretical knowledge

Stage 4: Assessment organization

The final step of the instructional orientation is the teacher evaluating theproblem solving process Evaluation contents include:

- Skills: The level of formation of the skills of the unit Through the process

of monitoring the trainers, teachers have grasped the operation of each student, theproduct obtained by the children compared with the sample

- Knowledge: The level of acquisition of new theoretical knowledge as well

as the level of application of knowledge learned in the practice

- Attitude: the teacher has observed the learning attitude of students fromthe first stage to the end, the psychological changes are not as expected Theattitude of learning through expression of enthusiasm, active or passive,reluctant scientific curiosity, want to ask many things or just stop at the question

in the head

In addition, teachers can assess the progress of time, the difficulty of theproblem on the spirit of encouraging students to learn better later

3 Table of units applied integrated teaching methods in English books:

When constructing the lessons of each lesson in English, teachers will easilyfind out what the content of the lesson is related to, so that they can build lessons

in the direction of integration, exploitation and expansion The knowledge in othersubjects, and the knowledge of life skills is also very easy to integrate Thefollowing are some specific articles and content that included in the article:

Unit 10: Conservation History, Geography, educate

conservation consciousness

Unit 16: Historical places History, Literature, educate the

awareness of conserve cultural heritage

11

Unit 7: World population Geography, educate population

Unit 11: Sources of energy Physics, Geography, educate the

awareness of saving energy

Unit 12: The Asian Games

Geography, Physical education, educatethe consciousness of protecting healthand the benefits of sports

12

Unit 6: Future jobs Geography, vocational education

Unit 15: Women in society History, educate gender equality

[5], [6], [7]

4 Applying the research in teaching

Compilation of integrated teaching methods (this unit was conducted in theschool year 2017-2018 in class 10A1 – Dang Thai Mai High School - Pho Hienrelics and education conservation awareness local cultural history)

4.1 Composition and implementation process

Unit 16: Historical places (Grade 10)

OBJECTIVES: By the end of this lesson, students will be able to:

1 Integrating subjects:

+ integrate the following subjects:

- Literature 10: Period 62: Methods of giving presentation

- History 10: Unit 20: Building and developing cultural people between 10th

and 15th century

- Informatics 10 Applying Microsoft Office Word and Microsoft officepowerpoint.

+ apply knowledge from this lesson to learn the following subjects:

- Geography 12: Unit 31: Developing tourism

- Civic Education 11 Unit 13: Policies of Education and Technology-Culture

Training-Science Literature, period 74: A story “A hanoian”

2 Knowledge:

+ Know about the history, architecture and special features of The Temple

of Literature

+Use the vocabularies, structures and grammar relating to historical places

3 Skill and competence:

+ Read a passage of 150-170 words for general and specific information + Give a presentation about historical places

+ Have 21st century skills self –study, problem-solving, time

management, communication, collaboration, language and utilizing hightech tools

+ Experience a real life situation in students’ hometown to get cross-culturalunderstanding

1 Step 1 : A lecture in class:

1.1 Organization: 10A1: No one is absent

1.2 Warm up and lead-in:

- Activity 1:

+ Students watch a video clip about Van Mieu Quoc Tu Giam

+ Asks students to tell what they know about this historical places (usingwhat they learn in history) - students answer

Today, to understand more about this, we are going to study Unit 16:Historical places - Part A: Reading

1.3 New lesson:

Teacher follows PowerPoint lesson plan

A Before you read

- Activity 2: + teacher elicit some new words :

.Confucius (n)

• memorialize (v) /mə'mɔ:riəlaiz/

• flourish (v) /'flʌri∫/

• stele (n) /’sti:li/

• representative (a) /,repri'zentətiv/

• engrave (v) /in'greiv/

- Activity 3: students do task 1

B While you read

-Activity 4: students work in groups to find information about Van Quoc Tu Giam:

Mieu-+ History: + Architecture:

+ Preservation:

Students work in groups in 10 minutes then a leader of each group will give

a presentation in front of the class

Teacher gives comments and summarize the way of describe a historicalplaces

C After you read

Teacher asks students to list some historical places in Hung Yen

Students list some: Da Trach temple, Nom pagoda, Pho Hien,……

Teacher asks students to explore Pho Hien relic group and divide the classinto three groups to collect the following information:

History Architecture Features Festivals Preservation Chuong