THEAPPLYING INTERDISCIPLINARY INTEGRATION TEACHING METHODS TO IMPROVE ENGLISH QUALITY AT DONG THANH SECONDARY SCHOOL

RESEARCH OBJECTIVES With the desire to help students know how to use English through the knowledge of different subjects such as: History, Geography, Literature, Civics, Music, Arts ...

A INTRODUCTION

I THE REASON FOR CHOOSING THE TOPIC

Currently, teaching and learning English at secondary schools level have had major changes both in the content and teaching methods which are appropriate to the objectives and requirements of the subject With basic point of view is how to promote students’ positiveness, activeness, to develop the capacity of the learners; creating optimal conditions for them to develop the ability to practice using the language in communication purpose, not providing language knowledge only

With social trends, fluency in English would be a huge advantage for students, they will take many business startup opportunities from the regional integration and globalization today To keep up with this general process, which requires every student who is at school age should have a certain level of English knowledge Curriculums and 7 year or 10 years system textbooks

associate with the practical topics (Family, School, People, Places, Health,

Environment, Disasters, Energy, ) with the degree from low to high levels and

especially with logic, the relationship between the different subjects

If teachers only focus on equiping students with grammar and vocabulary that related to the topic and forget the interdisciplinary between subjects, it will make the lecture dry literary and less interesting Students always feel the heavy pressure and even tired after each Foreign language lesson As a direct teacher

on the school podium, during the process of implementing English pilot curriculum, I can clearly see the advantages of this Interdisciplinary Integration teaching method The effectiveness of this method is clearly shown in the attitude, passion, receiving results of students in each lesson Therefore, I strongly implement this topic: "The applying interdisciplinary intergration

teaching methods to improve English quality at Dong Thanh secondary

process and experimental teaching for many years, especially in the academic schoolyear 2016 - 2017

II RESEARCH OBJECTIVES

With the desire to help students know how to use English through the knowledge of different subjects such as: History, Geography, Literature, Civics, Music, Arts making lessons more abundant and attractive In addition, it also helps them have the ability to apply their knowledge from other subjects to expand their vocabulary and knowledge; have Synthetic thinking interdisciplinary knowledge, apply to problems solving; have the ability to develop thinking, inquiry and research; Creating good conditions for students to have initiativeness, activeness and creativity in learning; Train students in observation skills and relate lessons to everyday life

Since then, students feel that studying English is charismatic, they have the opportunity to apply their knowledge in different subjects, their understanding in Foreign language learning This can help students absorb

knowledge of the subject better, know how to apply knowledge to solve problems in learning and in life

III THE OBJECT OF RESEARCH

Students in classes: 7B, 9A at Dong Thanh Secondary School, Dong Son district, Thanh Hoa

IV RESEARCH METHODOLOGY

Using active teaching methods to focus on promoting positiveness to develop the capacity of students in English grade 7,9 - Education publishers, ten

- year system (grade 7) and seven - year system (grade 9)

B CONTENT

I RATIONALE

"Integration" is a concept whichs is used in many fields of work Especially in Education, integrating knowledge of diferent subjects to solve the problem in a lesson will help students understand the broader, deeper in that subject matter Integration of teaching will help students promote active thinking, creativity in learning and applying it in practice.[1]

Integrated teaching is one of the important principles in teaching It is considered as a modern teaching concept, to promote students' positiveness, also improve the quality of education in schools

Interdisciplinary Integration teaching is a form of searching crossed – subject content, the concepts, the general thought among the subjects which are related to each other These sections, parts can be in different subjects but they support each other to resolve the situation, the phenomenon of life

From the above recognition, we can clearly see that integration ideology rooted in scientific bases and life At first, we can see that life is a great encyclopedia, is also a grand synthesis of knowledge, experience and methods All the situations that occur in life are always integrated situations We can not solve a problem and task of the theory and practice without using synthetic and coordinating experience interdisciplinary skills of many different fields of work Integration in schools will help students learn more intelligently and have creative application of knowledge, skills and methods of the comprehensive knowledge volumes, harmonious and reasonable in dealing with different situations and new in modern life

II CURENT STATUS OF THE RESEARCH PROBLEM

1 Brief Outline of the lessons in the textbook

The English 7 pilot curriculum has 12 units in total, corresponding to 12 different topics In which, there are quite familiar and close themes to other

subjects (Example topic: Hobbies, Health, Homes, Festivals, Films, Traffic,

Sources of Energy, Travelling, Population ) And the English 9 curriculum

has 10 units in total, corresponding to 10 different topics In which, there are

quite familiar and close themes to other subjects (Example topic: A visit from a

pepal, Clothing, Media, Environment, Energy, Celabrations, Diasters, The Other Planets ) This is quite convenient for the teacher to apply

interdisciplinary integration teaching method in order to improve the quality of their teaching

2 The status of English teaching and learning in Dong Thanh Secondary School

2.1 To the Teachers’ side

Teachers of Dong Thanh Secondary School have strong and good expertise, have B2 standard qualification, who are also enthusiastic in their work and eager to learn from each other However, sometimes they still have passive thought, they do not dare to apply method innovation, do not dare to change or redesign the textbook lesson (the old part, is no longer updated), do not have the solution to refresh the lectures

2.2 To students’ side

Firstly: Students in grade 7 have access to the last four-year program with

the secondary school level knowledge (Grade 3 to grade 6) They are no longer feel strange, unfamiliar with the form of inspection and evaluation that teachers give

Secondly: They have basic knowledge on issues of natural resources,

environment, society and politics, economy inside and outside country through subjects such as Geography, History, Literature, Civic education

Thirdly: In the subjects, the students have been learning about knowledge

of subjects which is integrated in the unit So, when they need to combine knowledge of a certain subject in English class to solve a problem in the lesson, the students will not feel strange

However, according to statistics from the survey before the start of school (Summer Review), 80% of students said that English is a difficult subject If they want to learn this subject well, they need to memorize a lot of words and structure and do not need to integrate any subject

This result have been positive improvements, because from myself in the last few years, especially in this academic year of 2016 – 2017, I boldly applied solutions integrated teaching, interdisciplinary in order to create excitement and help them know how to use English effectively through use knowledge of other subjects such as History, Geography, Civic education, Literature, Art in the foreign language lessons

III IMPLEMENTING SOLUTIONS

1 The purpose of the solution

Research the theory of integrated teaching and practical teaching in secondary school, then it will be the scientific basis for integrated teaching use

in English subjects for students in Dong Thanh secondary school

2 What's the difference:

Teaching foreign language through the integration of some background knowledge of subjects such as History, Geography, Civics, Fine Arts

3 Novelty of the solution compared to the solution was implemented:

Offering integrated activities, interdisciplinary for different type of lesson

In fact, when using this method, students were very excited about the lesson content The synthesize knowledge of student is added soothing and nature but very effective On the other hand, the teaching method applies knowledge interdisciplinary through integrated forms also help myself to have more basis and foundation for understanding and passionating in my teaching career

Here are some proofs in specific lessons using integrated teaching methods, interdisciplinary effective, I have adopted in recently years, especially

in the academic year of 2016-2017

EXAMPLE 1 ENGLISH 7 (Pilot curriculum) [3]

UNIT 9: FESTIVALS AROUND THE WORLD

A CLOSER LOOK 1+ SKILLS 2

1 Using games

The teacher gives the game Magic Conical to introduce the new topic with a question: Which festivals do you know?

Note to use their social knowledege, Literature and history subjects which they have learnt to find the names festivals

2 Using Mindmap

5

3

Talk about the festival you like best

The teacher gives the list of festivals and the process of the mindmap for students to talk about the festival they like best Since then thay can write a paragraph about it

-

The students choose a festival then use the mindmap and talk about it

Students are confidently talking about the festivals

Who celebrate it?

Where is it held?

What is the festival? How is it held?/

What are the main activities?

Why is it held?

When is it held? Why do you like it?

NAME OF FESTIVAL

Students ’ writing

EXAMPLE 2 ENGLISH 7 (Pilot curriculum) [3]

UNIT 4: MUSIC AND ARTS – A CLOSER LOOK 2

In this lesson, the student have to know how to apply interdisciplinary knowledge of subjects such as Music, Fine Arts and the common knowledge, to perform the exercises by topic of lesson

dancing

rock and roll painting

playing the guitar pop music

singing

What music and arts are you

interested in?

Students are talking about their hobbies

For this way, the unit has become more flexible and dynamic Students interested in studying, exploring and discovering more knowledge and be more creative thinking and application of knowledge into practice better

EXAMPLE 3 ENGLISH 9 (Seven - year system) [4]

UNIT 1: A VISIT FROM A PENPAL

Content: Learning about ASEAN countries

Form: Language games

For this lesson, it will help students to have the ability to use English to know about the member of ASEAN countries after learning; understanding the geographical location, history with the correct information such as: names of the capital, area, population, currency, weather characteristics, language, religion and the other relevant informations; knew how to apply interdisciplinary knowledge

of subjects such as History, Music, Geography, Civic Education, to perform the exercises by topic of lesson [2]

Game 1: Who faster?

Teacher: Phạm Thị Trang

Association of Southeast Asian Nations

10 9

8

7

1

5

4

6

01

HÕt giê

Look at the map and work in teams to find out places of the countries on the map (1-10)

Note to use the knowledege about Geography the students have learnt to

find out places of the countries on the map

MUSIC AND ARTS

Work in teams

Game 2: What & When

Teacher: Phạm Thị Trang

10 9

8 7

6

5 4

3 2

1

07/01/1984 , 30/04/1999 , 08/08/1967 , 23/07/1997 , 08/08/1967 , 23/07/1997

08/08/1967 , 08/08/1967 , 08/08/1967 , 28/07/199 5

HÕt giê

The teams look at the flags and the dates, make sure the words are

matched Note to use the knowledege about Geography, History they have

learnt to match the information exactly

Game 3: Crossword

Teacher: Phạm Thị Trang

Countries of ASEAN 1

2

3

4

5

6

7

8

9

10

11

Teacher: Phạm Thị Trang

1 2 3 4 5 6 7 8 9 0

L A O S 1

2 3

5 4

6 7 8 9 10

C A M B O D I A

T H A I L A N D

P H I L I P P I N E S

I N D O N E S I A

M Y A N M A R

B R U N E I

S I N G A P O R E

V I E T N A M

M A L A Y S I A

Column

S O L I D A R I T Y

Countries of ASEAN

1 2 3 4 5 6 7 8 9 10 Key

point

T3: 0 T2: 0

T4: 0

Ask students to use the knowledege about Geography, History, Civic

education they have learnt to guess names of the countries of ASEAN

The students were really excited because of their geography knowledge

is expressed then To avoid the repetitive and boring of knowledge, I designed lesson in the form of games under specific lesson In reality, when the unit has combined with the knowledge of other subjects, it will help teachers to have better access, better understanding and deeper the issues raised in textbooks or

in the objectives of the lesson I boldly integrated new information (with updates, news ), removed old data and information that is not consistent with reality (as textbooks have been published since 2003) Since then, the unit has become more flexible and dynamic Students interested in studying, exploring and discovering more knowledge and be more creative thinking and application

of knowledge into practice better

EXAMPLE 4 ENGLISH 9 (Seven - year system) [4]

UNIT 2 CLOTHING – Period 8 – Getting Started

(The Ao dai – the Vietnamese Traditional Dress)

Through the Unit 2: Clothing – Getting started, Listen and read, students have

the ability to understand information about the Ao dai, the traditional dress of Vietnamese women today; learned about the Ao dai of Viet Nam through the development periods; knew how to apply interdisciplinary knowledge of subjects such

as History, Fine Arts, Literature, Geography, to perform the exercises by topic of lesson; Review the use of present perfect to solve the exercises related to the topic

1 Game: Crossword (Introdue the lesson)

Note to use the knowledege about Geography, History, they have learnt

to answer the questions

? Where are they from?

? What is he / she wearing?

2 Game: Lucky numbers (1a,b)

Ask the teams to answer the questions in two teams

Note to use the text and their knowledege about Geography, History,

they have learnt to answer the questions

3 Speaking (Production)

Suggest talking both traditional and modern and ask students to present their own ideas about the ao dai