Manipulating disciplinary knowledge in teaching part a reading, unit 16 historical places english 10 effectively

Manipulating knowledge of subjectssuch as Geography, History, Mathematics, Physics , Knowledge from Culture, Civic education and Life in unit 16: Historical Places, English 10 provide th

3 Solutions : integrated Maths, History, Geography,

Civic Education, Information & Technology, Cultural

Knowledge in teaching Part A- Reading Unit 16:

I INTRODUCTION

1 Reasons for research

Nowadays, manipulating disciplinary knowledge in teaching is verynecessary Especially is English because English is a subject that can intergratemuch knowledge of other subjects Therefore, how to make the method ofteaching and learning advanced is vital demand to English teachers The factshows that we can easily approach information and technology and get nodifficulty in communication if we are good at Listening, Speaking, Reading andWriting in English fluently Specially, reading is one of the basic skills that ispaid attention to in the process of teaching and learning English For high schoolstudents, they have chances to get more information through units based onthemes Thanks to the passages, they will test events related to daily activities.Moreover, they know deeply cultural diversities from lessons to lessons Ifstudents are bad at reading skill, they get difficulties in getting and keepinginformation so long From my experiences in teaching English at Cam Thuy 1high school, I find that my students’s skill in reading is limitative, so exchanginginformation from units to students is uneasy This not only makes lessonsmonotonic and unexcited but also affects students’ studying passively

2 Purposes

We have all known recently that manipulating interdisciplinary knowledge

in solving a problem of lesson is essential, which makes learners not only studyand improve the knowledge from other subjects but also help them understandand solve the matter fast and perfectly Manipulating knowledge of subjectssuch as Geography, History, Mathematics, Physics , Knowledge from Culture,

Civic education and Life in unit 16: Historical Places, English 10 provide them

a brief information about the Van Mieu – Quoc Tu Giam Moreover, with theimages of some wonders being destroyed students are aware of their duties inprotecting heritages and the Imperial Citadel of Thang Long as well

Based on the innovation of the Ministry of Education & Training aboutmanipulating interdisciplinary knowledge in teaching, I would like to give some

of my new ways of teaching part A Reading unit 16: Historical Places , English

10 effectively

3 Subjects

In this research, I just pay attention to the 10th grade students who are going tostudying unit 16 The Van Mieu – Quoc Tu Giam is a famous place that is inHanoi Besides, I give my students chances to discover the interest of the lesson

by giving each group of them a handout contained duty As I have mentionedabove, the lesson is so attracting that my students are all excited at doing research

to get more information

4 Methods

To make my solutions effectively, I have used some following methods

Firstly, I always get advices from colleagues through co-working.

Secondly, I usually study, create and use new methods in teaching Englishsuch as using images, pictures, posters, real objects, etc

- Pictures of some historical places: The great Wall of China, The Taj Mahal, ,The One Pillar Pagoda, the temple of Literature, Hue Imperial City, Hoan Kiemlake, Ngoc Son temple, Hung temple, the Imperial Citadel of Thang Long,Independence Palace, Citedal of the Ho dynasty, Hoa Lu Ancient Capital, etc;pictures to teach new words and phrases

Moreover, I apply science and technology in teaching, use projecters,presents films, video clips to make the lesson actively For example, I show ashort film about the process of building Van Mieu – Quoc Tu Giam before thelesson to motivate the spirit of studying between students

Next, I often teach English through real situations such as the presentsituation of some world’s heritages and the Imperial Citadel of Thang Long toraise students’s awareness of protecting these places; manipulatinginterdisciplinary knowledge which make students interested and motivated inlearning

Lastly, I classify students into groups when instructing them to search forinformation, then choose the best to show before the class And students havechance to improve their awareness of protecting heritages through images ofcurrent status of some historical places and know their responsibility towardsthis matter with the presentation of the Imperial Citadel of Thang Long , etc

II CONTENT

1 Theoretical Background

Normally, the teacher is considered to succeed in teaching reading skillwhen he/ she helps students practise some new words, do all the tasks thatfollow and understand the lesson in a limited period of time Teaching unitsrelated to cultural, historical, mathematical, geographical knowledge, etc is ahard work because it requires the teacher has both technique knowledge andunderstanding about the places, peoples and events from the lessons However,

the teacher must not explain so much that makes the lesson excursive Part A Reading in unit 16: Historical Places is an exciting lesson that have attracted

me for a long time As I love travelling to many historical places, specially, VanMieu – Quoc Tu Giam always make me excited And to make the lessons moreinterested, I have spent a lot of time to search for knowledge related to thelesson that I am going to teach my students, about Ly dynasty, Tran dynasty, Hodynasty, Le So dynasty, when and why was Van Mieu – Quoc Tu Giam built,etc The more I get to know about the Van Mieu – Quoc Tu Giam, the moreinteresting I find it is

2 Realities before applying the research

Part A in unit 16 is difficult because it contains so much information, so many

new words and theories In the past, I used to teach students for the followingsteps

1 Before reading

* Warm up

* New words and Phrases (10-15 words)

* Practice with new words

2 While reading

* Students do the tasks (in texbooks)

* Teacher corrects and gives feedback

3 After reading

4 Homework

In a limitation of time, I tried my best to guide and help students finish the skill.That may be called success Sometimes, I explained some information but nottoo much, so the lesson seemed to be a bit mystery for students Although manystudents who have been provided pratical duties, some find no interest in gettingmore informations, some others search for wrong or no relation to therequirements that make the duty waste of time

What is more, there are so much information are given from different sourcessuch as google, newspapers or magazines that both students and teacher finduneasy to choose which is the best to give before the class And the level of the

students is unequal that limit them in working together into groups Therefore, Ialso help my students in need so as to have a successful lesson.

Warm up: Name the historical places

Teacher: Shows pictures of historical places from number 1 to 4 and presents questions

1.What are the names of the places?

2.Where are they located?

Teacher: Asks students to work individually to look at the pictures carefully in one minutes and name them

The Great Wall of China Hoan Kiem Lake in Hanoi

Ngoc Son Temple in Hanoi Hue Imperial City

Students: Work individually in one minutes and give answer

+Picture1: The Great Wall of China

+Picture2: Hoan Kiem Lake

+Picture3: Ngoc Son temple

+Picture 4: ( not know)

Teacher: Checks student’s answers and gives feedback

Teacher: Asks students “ Which name do these places have in common?”

Students: Think about the questions then answer: they are beautiful places/ they are heritages, historical places, etc

Teacher: Concludes that they are historical places.

Guessing the topic

Teacher: Shows pictures of tortoise, stele, university, talented people, banyan tree and presents questions

1.What are they?

2.Where can you see some of them?

Teacher: Asks students to work individually to look at the pictures carefully in one minutes and guess the topic

Teacher: Checks student’s answers and gives feedback

Teacher: Asks students to answer

Students: Think about the questions then answer.

Teacher: Can you name the topic

Students: Answer the question

Teacher: Feed backs ( Manipulating Mathematical knowledge and knowledge from life)

Teacher: Shows the picture and asks students “ Do you know this place? How special is it?”

Students: Look at the picture and then one says : “This is Van Mieu – Quoc Tu

Giam”

Teacher: Checks the and answer

Van Mieu – Quoc Tu Giam is a famous historical and cultural site in

Hanoi Originally built in 1070 in the Ly dynasty.

Teacher: Sums up “ Although there are a lot of historical places in our country , none is more famous and mysterious than those in Hanoi capital Today, we make a short trip to Van Mieu – Quoc Tu Giam which is the first university of Vietnam to discover some precious information about it.”

Teacher: Calls 1, 2 students to read the words again, then checks their

pronunciation

Vocabulary checking

Teacher: - Uses the vocabulary checking to review the vocabulary for them

- Shows pictures in number from 1 to 4 ,then asks them to look at the number of the pictures and give the picture’s names

Students: work individually to give the pictures’names

Teacher : - Calls 2 students to go on board and write down the words

1 Brilliant scholar 3 Banyan

2 Stele (n) / Stelae (plural) 4 Tortoise

- Checks and shows pictures again

Teacher: Shows the video about processing of building the Van Mieu – Quoc

Tu Giam

After one minute watching film, teacher shows the content of reading passage and, then ask students to look at on the projector and listen

carefully to the audio

Van Mieu – Quoc Tu Giam is a famous historical and cultural site inHanoi Originally built in 1070 in the Ly dynasty, Van Mieu was representative

of Confucian ways of thought and behaviour Six years later, Quoc Tu Giam, thefirst university of Vietnam, was established on the grounds of Van Mieu.Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men forthe country In 1482, Van Mieu became a place to memorialize the most brilliantscholars of the nation The names, places of birth and achievements of topstudents in royal examinations were engraved on stone stelae These stelae,carried on the backs of giant tortoises, are still standing today and they attractgreat interest from visitors

Video clip

After more than 900 years of existence, Van Mieu is an example ofwell – preserved traditional Vietnamese architecture The banyan trees in VanMieu, which witnessed festivals and examinations during feudal times, continue

to flourish Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamesepeople

2 Practice

Task 1: Choose A, B or C that best suits the meaning of the italicised word.

Teacher: shows and asks students to work individually in one minute

Students: work individually to choose the best answer

Teacher: - Calls 1,2, students to give answers

- Checks student’s answers and gives the correct answers

Teacher: Presents brief of the development of education through the following dynasties, the Ly, Tran, Ho, Le So and the meaning and aim of engraving on the stone stelae to prove

Students: Paying attention Answer …

Teacher: Gives information (Manipulating Historical Knowledge andKnowledge from Life)

Brief presentation of the development of education through the following dynasties, the Ly, Tran, Ho and Le So

( Main ideas in page 105 of History 10 grade)

* The Ly, Tran, Ho:

Due to the need to recruit talented people to serve the country, the education and examination are respected by dynasties.

- Ly Dynasty:

+ In 1070, King Ly Thanh Tong built Van Mieu to worship Khong Tu in Thang Long

+ In 1075, the first national exam was opened

+ In 1076, Quoc Tu Giam was built in the citadel by Ly Nhan Tong

- Tran Dynasty :

+ Education was more and more expanded

+ In 1247, Tran Thai Tong established the Tam Khoi system.

- Ho Dynasty:

Enforced regulations to put the examinations into order, Maths was added at thistime

* Le So Dynasty:

Most strongly developed during the dynasty of Le Thanh Tong ( 1460 – 1497).

- Expand state public schools to localities

- Royal examinations was held every 3 years to choose Doctors of Philosophy

- The names, places of birth and achievements of top students in royal

examinations were engraved on the stone stelae

Meaning: The development of education has created conditions for improving

intellectual standards and educating talents and selected many talent people through many examinations to serve the country.

The meaning and aims of engraving on the stone stelae

( Question 2, page32, Literature 10, Episode 2)

- Showing respect for talented people and saving the list of them eternally

- Encouraging talents to participate in helping the King, flourishing the country

- The wicked take it as a commandment, the good people follow it

Task 2: T/ F statements.

Teacher: Shows 6 statements and asks students to predict whether the statementsare true ( T ) or false ( F )

Students: Work in groups

1 The construction of Van Mieu took place between 1076 and 1779

2 Quoc Tu Giam is considered to be the first university of Vietnam

3 Thousands of talented men were trained in Quoc Tu Giam from the 11th tothe 19th century

4 Van Mieu has now lost most of its traditional Vietnamese architecture

5 Festivals and examinations used to be held in Van Mieu - Quoc Tu Giam

6 Visitors can still see more trees which have been in Van Mieu for a longtime

Teacher: Calls 2 groups to predict the statements and writes down their

prediction

Students: Predict the statements

Teacher:Checks students’ answers and gives explanation

Students: Correct the answers

Teacher: Shows 4 questions and underlines Wh-question and delivers handouts

1 Why is Van Mieu – Quoc Tu Giam a place of interest?

2 When and where were they built?

3 What were their functions?

4 What is special about the stelae there?

Teacher: Asks students to work in groups in 5 minutes and need a student to be the secretary to write down the scores on board

Students: work in groups to find out the answers on handouts

Teacher: Shows lucky historical places and explains the rules of game “topartipate in the game, you must work into two groups There are 6 pictures ofhistorical places, one in which has no question but lucky historical place If youanswer the question correctly, you certainly have 10 points But if you don’thave any answer, the other will have chance And if you are lucky , you are

given 10 points and continue choosing the next number At the end of the gamethe group has the higher scores will be the winner The winner will be awarded apresent Now, let’s start the game”

Students: work into two groups to choose numbers with the questions inside andtry to give the answer quickly and correctly

Teacher: Checks students’ answers and asks the secretary to write down the score

Lucky historical places