Educating students keep reading the folk tales of viet nam through integrated teaching period 43th – unit 6 a closer look 1 english 8

Therefore, the performance of the topic of study on the period 43 UNIT6: FOLK TALES - Lesson 2: CLOSER LOOK 1 ENGLISH 8 is in need of inter-subject teaching involved in subjects as foll

THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING

ENGLISH 8”

Written by: Le Dinh Ky

English teacher at Dong Ninh Secondary School The initiative experience of subject: English

THANH HOA NĂM 2018

I Argumentative base of the issue

II Real situation of the issue

A BACKGROUND

1 THE REASON OF CHOOSSING THE STUDY

Nowadays, English has played an important in our life and it has been considered as the international language all over the world In the context of further international integration, Teaching and learning English are greater and greater significance accordingly, a good command of English and great success gained in putting English in action definitely enable you to improve your own status and position in the eye of international friends Generally, English is widely considered the most popular language on the globe, at the same time it is the key to the world For the businessmen circle, English is regarded as the tactic for every potential achievement

About all, English absolutely raises its voice on every aspect of daily life It

is not only a compulsory subject in educational setting at any level, but also been developed into an all-round critical communicative tool Thus, it is more increasingly important to determine which English study approach is the most effective

Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in class In the period of this topic, I have made most use of inter-subject knowledge acquired in order to enable students to well deal with improving their knowledge and protecting our environment Therefore, the performance of the topic of study on the period 43 UNIT6: FOLK TALES - Lesson 2: CLOSER LOOK 1 (ENGLISH 8) is in need of inter-subject teaching

involved in subjects as follows:

* Biology: Educating students not only keep effectively wild animals but

also understand the importance of them (Periods: 60, 61, 62, 63, 64 – Chapter-

the environment – Biology class 9)

* Literature: Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam Moreover, They use languages to propaganda everyone reading them

* Fine arts: Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them

Being a teacher in the current situation, I am well aware of greater significance of integrated teaching approaches in dealing with potential problems

in each subject, facilitating students to have further understanding of every aspects

of the subject involved Integrated teaching helps students bring into full play their

own thinking and creativity in knowledge acquisition and application in reality In the sprit I would like to express certain experiences in integrated teaching in the

topic: “ Educating students keep reading the folk tales of Viet Nam through

2 RESEACH PURPOSES

In fact that once learning approach has been mis-executed, we probably face bigger challenges in achieving planned goals as a result As a rule, Teaching and learning English are interrelated In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers in this They play the role as the guider for students during their English acquisition In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration

There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life

B PROBLEM SOLVING

I ARGUMENTATIVE BASE OF THE ISSUE

In the current process of national industrialization and modernization, further international integration is of greater significance In the spirit, our State and Party have reaffirmed the policy “Education is National Top Priority”, English has been paid more and more attention and listed in the compulsory educational curriculum

In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- haws for truly great effectiveness, In other words, how to learn English well is an issue of much interest

About all, Learning English requires all learners to make ultimate motivation, which drive them to be patient determining specific goals within a certain period of time What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism,

self-or overseas learning, and so on Once specific goals have been set and determined, best learning English approaches are probably found out The same can be said about English teachers Thus, integrated teaching should be soon taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives

II.REAL SITUATION OF THE ISSUE

Teaching and learning English at Dong Ninh Secondary School are facing a great number of issues, caused by certain things as follows:

1 STUDENTS AND THEIR PARENTS

A certain number of students and their parents are not clearly aware of English significance As the result, students take little interest in learning English, while their parents pay no attention to their children’s performance at school

A contingent of students take no notice of their lessons due to chatting; inattention in teachers’ performance, as well as distraction caused by outer-social factors like online games, social networks and teenager tendencies ect

Also, students generally show signs of laziness and poor awareness of study They frequently forget to review lessons, do homework and make preparations for new classes In addition, they fail to balance their interests in their life Many students have lost their English background, that is proven via the outcome of school year beginning placement test

self-2 TEACHERS

Regardless of numerous efforts made during their lessons, namely diversified teaching approaches aimed at further students mobilization, eventual result are to some extent limited Teachers fall to apply their favorite teaching approaches to all lessons It is partly because of overloaded course book content, over-sized classes, poor student background, and poor awareness of self-improvement As the result, teaching English outcome has failed to meet the demands up to now

3 ENGLISH CURRICULUM

In spite of its further attraction in content, the English curriculum, in fact, is much more difficult, therefore, acts as a huge challenge to students of poor background Apart from it, English is in close connection with other subjects in the over-all curriculum at secondary school level Thus, it requires learners a certain level of background which ensures them a relatively performance at school In reality, a lot of students fail to keep face with the curriculum and eventually are left behind

III SOLUTION

1.INTEGRATED TEACHING WITH SUBJECTS

In some cases, the allocation of English content in each period is to some extent uneven Some English content can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, teachers are forced and raven to adjust their own teaching approaches that are much more in line with such new situation At the same time, new goals are set, as the result, one

of new teaching approaches is taken into consideration in my topic, namely English- Biology- literature- Fine Art- Civic Education integrated teaching It is as follows:

*ENGLISH:

Teaching vocabularies about “FOLK TALES”, Introducing some model sentences and structures in the lesson and things students should or shouldn’t do to keep available folk tales of Viet Nam Giving the pictures about the folk tales and good and bad characters (Textbook English 8- page 60)

* BIOLOGY:

Educating students not only keep effectively wild animals but also

understand the importance of them (Periods: 60, 61, 62, 63, 64 – Chapter- the

environment – Biology class 9)

* LITERATURE:

Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam Moreover, They use languages to propaganda everyone reading them

* FINE ART:

Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them

2 PROCESS OF INTEGRATED TEACHING

1 WARM-UP: Discussing and Writing:

Teacher divide students into six groups and asks them to write some folk tales

The Lost Shoe

Con rong chau tien Qua bau tien

Thach Sanh Hoang Tu Coc Tam Cam

Students work in group and write some folk tales

Teacher asks the volunteer of each group to say their answers before the class

Teacher asks others to give their opinion, then teacher ticks the folk tales and gives marks to each group

2 PRESENTATION:

*VOCABULARY

- Teacher gives some pictures, asks students to look at them and introduce quickly some new words about the FOLK TALES : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked

- Teacher asks students to repeat inchorus and individual

* CHECKING UP VOCABULARY:

-Teacher divides students into two teams and orders students to do activity 1 (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands.

A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant

H.witch

Folk tales

2- Match the creatures with the pictures

A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle

1 2 3… 4… 5 6 7… 8…

*Teacher divides students into six groups

- Students sits into six groups

*Teacher asks students to match the characters with the pictures (on page 60)

- Students work in group and match the characters with the pictures

Teacher guidess students to do activity 2 (page 60)

* Teacher asks the volunteer to give the answer

- Students give the answers

* Teacher give feedback and asks students to check their answers

1-G 2-F 3- A 4-E 5-B 6-C 7-H 8-D

- Students check the answers and write down

3a The adjectives in the box are often used to describe characters in folk

tales Put them into the correct columns

cheerful generous evil cruel cunning fierce brave kind mean wicked greedy

………

………

……….………

………

* Teacher asks students to work in pair and write the adjectives in the correct column

- S tudents work in pair and write the adjectives in the correct column

*Teacher calls 2 students to write their answers on the board

- Students write their answers on the board

* Teacher give feedback and asks students to check their answers

Positive: cheerful, brave, generous, kind

Negative: cruel, cunning, mean, evil, greedy, wicked, fierce

- Students check the answers and write down

4 Listen and repeat the sentences

Paying attention to intonation

1 What a colourful hat she is wearing?

2 What a time we’re had today!

3 What beautiful eyes she has!

4 What a nise day it is!

5 What good news it is!

*Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences

REMEMBER:

We use falling intonation for exclamatory centences

5 Practice these sentences Then listen and repeat

1 What a beautiful princess she is!

2 What brave knights they are!

3 What a big nose the wolf has!

4 What a fierce ogre it is!

5.What a handsome prince he is !

*Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences

*Teacher asks students to repeat

4 CONSOLIDATION:

4-1 Teacher review the lesson by asking students to do acitivity 3b (page 16) 3b Now use these adjectives to describe some characters in one of your

favorite folk tales

Example: There’s a wolf in a little Red Riding Hood He’s cunning and wicked

* Teacher asks studens to work individual and write their answer on the board

Suggestion: There is a fairy in Tam Cam She is kind and helpful

Tam’s stepmother is very cruel

4-2 Integrated another subjects

+ Geography and Biology: Say the names of animals in Oceania?

Suggestion:( deer, crocodile, whale, elephant, turtle, zebra horse, lion, leopard)

+ Music: Sing some songs Which has mentioned the animals ?

(Students sing a song which mentions animals)

+ Literature: Say the characters in folk tale : Con Rong Chau Tien?

Suggestion: (Lac Long Quan is talent and brave He educated fifty his sons to catch fish and protect our sea of Viet Nam Au Co is a hard-working woman She and her sons and people grow vegetables, raise the catle… )

4-3.TEST FOR 5 MINUTES:

DONGSON TRAINING DEPARTUREMENT ENGLISH TEST

DONGNINH SECONDARY SCHOOL Allowed Time: 5 minutes

Full name: class: 8

TITLE AND TASK

Match the characters of the pictures and adjectives to describe them

knight lion princess witch giant woodcutter

cruel brave kind hard-working fat fierce

1 2

3 4………

5 6

5 HOMEWORK

1 Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare,

ogre, eagle, greedy, evil, cunning, wicked, fierce

2 Prepare new lesson: Unit 6- A Closer Look 2

TEACHING PLAN Period 43 UNIT6: FOLK TALES

Lesson 2: CLOSER LOOK 1

I OBJECTIVES:

After the end of the lesson, Students can know more about “Folk tales”, use some the key language and structures to be learnt in this unit to say the characters

of figures in folk tales

Educating students know about the importance and improving their knowledge to read the folk tales

1 English knowledge : Students have to practice the following requirements:

*Vocabulary:

Introducing some new words (nouns and adjectives) about the characters of figures in folk tales: woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked, fierce

Practicing reading vocabulary and pronunciation “Intonation in exclamatory

sentences” activity 4,5 – page 60- English Textbook in English 8)

Guiding students write a short passage about the folk tales

Students improve four skills to practice communicating English with their friends, every one and foreigners

Using words, model sentences and structures are exactly Students can use them into the lesson and suitable situations in their life everyday