Integrated teaching approaches in some english lessons of english book 10,11,12

As you know, nowadays, integration approach has been taking special attention and encouraged to apply into teaching and learning, but in fact, integrated teaching subject has been under

SỞ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG THPT NGA SƠN

SÁNG KIẾN KINH NGHIỆM

INTEGRATED TEACHING APPROACHES

IN SOME ENGLISH LESSONS OF ENGLISH BOOK 10,11,12

Người thực hiện Chức vụ SKKN môn

: Nguyễn Thị Lan : Giáo viên

: Tiếng Anh

THANH HÓA NĂM 2018

TABLE OF CONTENTS PART I INTRODUCTION………

1 Reasons for choosing the research……… 3

2 Aims of the research……….3

3 Object of the research……… 3

4 Research methods……… 3

PART II CONTENTS……… ……… .4

1 Rationale……….… 4

2 Practical basis……….…… 4

3 Integrated teaching approaches……….… 4

3.1 Integration within one subject alone……… … … 5

3.1.1.Integration of four skills……… …5

3.1.2 Integration of knowledge ……… …8

3.2 Integration between two or more subjects…….……… 9

PART III CONCLUSION ……… 16

PART IV REFERENCES……… 17

PART I INTRODUCTION

1 Reasons for choosing the research.

If teaching is an art, then the colour palette is the knowledge mix - Dr.

Whitfield Green

As you know, nowadays, integration approach has been taking special attention and encouraged to apply into teaching and learning, but in fact, integrated teaching subject has been under discussion off and on for the last half-century, with a resurgence occurring over the past decade The "explosion" of knowledge, the increase of state mandates related to myriad issues, fragmented teaching schedules, concerns about curriculum relevancy, and a lack of connections and relationships among disciplines have all been cited as reasons for a move towards an curriculum integration

Integrated teaching approach's like getting a new pair of lenses that make teaching a lot more exciting and help us look forward into the next century because this approach brings the positive effects:

* Integrated approach helps students apply skills

* An integrated knowledge base leads to faster retrieval of information Multiple perspectives lead to a more integrated knowledge base

* Integrated approach encourages depth and breadth in learning Integrated curriculum promotes positive attitudes in students

* Integrated approach provides for more quality time for curriculum exploration

2 Aims of the research.

The author carried out this study to share some significant experiences and integrated teaching methods with an attempt to make a small contribution to the already enriched teaching methods in the hope of helping our students indulge in learning as well as reach the goal of learning English in particular and of education in general

3 Object of the research.

This research focuses on integrated teaching approaches in English textbook for the students of three blocks

4 Research methods.

- Study the documents about integration curriculum

- Find out some lessons being able to apply integration curriculum

- Discuss in English group

- Teach and attend some integrated lessons to draw out experiences

ART II CONTENTS

1 Rationale.

In our time, the movement toward a global economy and international connections, as well as the rapid changes in technology, are pushing education toward integration The ability to make connections, to solve problems by looking at multiple perspectives, and to incorporate information from different fields, will be an essential ingredient for success in the future

Another rationale for curriculum integration finds its basis in the commonsense wisdom of teachers, who are coping with an increased body of knowledge, large classes, and many mandates related to everything from individual awareness to national tasks When all of these requirements are added to the traditional body of knowledge for which teachers feel responsible, integration is seen as one way to meet both the needs of the students and the requirements of the state The integration of curricular areas and concepts, skills, knowledge allows teachers to assist students as they prepare for the next century

To integrate means to coordinate, blend, or bring together separate parts into

a functioning, unified, and harmonious whole Curricular integration assists

students to identify the links, not only between ideas and processes within a single field, but also between ideas and processes, in separate fields, and in the world

outside of school

2 Practical basis

It is undeniable that Vietnamese high school students are overwhelmed with their school work They have to learn a lot of subjects which have the same part of knowledge but taught in many different areas In English, each unit is seperated into four skills and teachers often only focus on one skill, but almost all of lessons teachers can redesign to combine skills together, especially all 4 skills, because most practical communicative situations requires more than one skill or when teaching new knowledge that is developed on the foundation of old knowledge, many teachers only teach new one, but not revise old one

It is taken for granted, apparently, that in time students will see for themselves how things fit together Unfortunately, the reality of the situation is that they tend to learn what we teach If we teach connectedness and integration, they learn that If we teach separation and discontinuity, that is what they learn To suppose otherwise would

be incongruous So the teacher should use integration approach

3 Integrated teaching approaches:

3.1 Within one subject alone

3.1.1 Four Skill integration.

3.1.1.1 Literature review.

a Why to integrate the language skills

- When we communicate, we often use more than a single language skill On the

telephone, for instance, we listen and speak-maybe we also write down a message and

read over what we have written

- Integrated approach helps to build new knowledge and skills on to what students already know and can do So, if students are able to read a short story, this skill will help them to write their own story

- Also, integrating the skills allows you to build in more variety into the lesson because the range of activities will be wider Instead of just having listening, the students can have speaking, reading and writing practice This can raise their motivation to learn English

- Above all, integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence

in English

b How to integrate the four skills

- The easiest form of integration is within the same medium (either oral or written), from receptive to productive skills

Receptive Skill Productive Skill

Oral Medium listening speaking

Written Medium reading writing

- The second kind is complex integration This involves constructing a series of activities that use a variety of skills However, it’s important to make sure that one activity is closely linked thematically to the next one

c The implications of integrating the four skills for teaching

Integration of the four skills is concerned with realistic communication This means that we are teaching at the discourse level, not just at the level of sentences or individual words and phrases Discourse is a whole unit of communicative text, either spoken or written.However, integrating the four language skills can be demanding of the teacher:

We need to have a good understanding of discourse, and to be able to use textbooks flexibly

- This can also be time-consuming, requiring a lot of preparation

- Another limitation is the problem of designing suitable materials that take account

of students’ different skill levels The four skills tend to develop at a different pace: receptive skills are stronger than productive skills, for example

This means that teachers have to be skilful is selecting or designing integrated activities for their students

3.1.1.2 Examples

Example 1: English 11 Unit 2 Part D Writing a personal letter about a past

experience

*Activity 1 Ss practise asking and answer about their unforgettable experience with the following questions (aim at practising speaking skill)

- What is your unforgettable experience?

- When did it happen?

- Where did it happen?

- How did it happen?

- Who was involved?

- How did it affect you?

*Activity 2 Sudents(ss) listen to a sample letter writing about Nam’s unforgettable experience( stimulate ss’letter hobby) and then answer T’s questions( aim at helping ss practise listening skill)

A sample letter:

Dear Long,

How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside I haven’t seen them since

my last school holiday.

Let me tell you about my last summer vacation at my grandparents’ It was almost a year ago and was one of my most unforgettable experiences.

My grandparents live in a small village in Trung Khanh There is a large river

at the back of their house where I often do swimming every afternoon when I spend my vacation with them.

One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink I thought I was going to drown but I couldn’t call out for help because I was too tired and terrified Luckily, one of my friends saw that and shouted for help Immediately, another friend who swims the best among us swam towards me and tried to pull me up Then other friends swam towards us to help him push me in My ljfe was finally saved.

Now recalling the moment I thought I was going to die, I understand how precious life is This event definitely taught me to appreciate my life.

What about you? Have you got any unforgettable holiday that you would like to share with me?

See you soon.

Yours friendly,

Nam

 Answer the questions:

- What happened to Nam?- He was going to drown

- When did it happen? - It happened a year ago

- Where did it happen? - It happened in the river at the back of his grandparents’ house

- How did it happen?- One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink I thought I was going to drown …

- Who was involved? - His friends

- How did it affect him? - He understand how precious life is and taught him to appriciate his life

(Ss can not answer all the questions but they will be curious to read this letter in handout.)

*Activity 3 Ask ss to read the sample letter in handout again to draw out the form of

an informal letter( what parts?) and how to organize information.(aim at practising reading skill)

 The form of an informal letter: + Greeting

+Opening + Contents + Conclusion + Signature

 The ordering: + what happened?

+ when it happened?

+ where it happened?

+ how it happened?

+ how it affect you?

*Activity 4 Writing a letter telling about one of your most memorable experience: ( aim at practising writing skill)

Example 2 English 11 Unit 4 VOLUNTEER WORK Part A Reading

*Activity 1 Warm up Ss work in pairs to ask and answer some questions.( speaking skill)

- Have you done anything to help the disadvantaged and handicapped children or old and sick people?

- What do you do to help them?

- Do you like doing that work ? why?

- How often do you do ?

 Leading to new lesson: Volunteer work

*Activity 2 Read the passage and then do the tasks in textbook( reading skill)

*Activity 3 Write a short paragraph to summarise the passage and read out in front of class( writing skill)

*Activity 4 Listen and comment or correct mistakes.(listening skill)

3.1.2 Knowledge integration

3.1.2.1 Literature review

Knowledge integration has been studied as the process of incorporating new information into a body of existing knowledge This process involves determining how the new information and the existing knowledge interact, how existing knowledge should be modified to accommodate the new information, and how the new information should be modified in light of the existing knowledge

Why we need integrate old knowledge into new knowledge? Because in text book 11 and 12 there are many new grammar, content, topic, tasks…relating to old theory in textbook 10, 11 and most of our ss learn before forget about later, so we should revise them in order to help ss apprehend new knowledge easily

In the following part, I will give some examples

3.1.2.2 Examples

Example 1: English 12 Unit 13 Part E Grammar: Double comparison.

*Task 1 Reviewing the form of comparative adjectives/ adverbs (existing

knowledge)

 More + Adj/ adv(long)

 Adj/adv(short) + er

 Special adjectives/ adverbs:

- Good/well → better

- Bad/badly→ worse

- Much/many→more

- little→less

- far/farly→farther/further

 Adjectives having two sounds and ending with “ y” are considered

as short adjectives:

- happy→ happier

- lazy→ lazier

*Task 2 Teaching double comparison.( new knowledge)

The + comparative, the + comparative Comparative + and + comparative

Example 2 English 11 Unit 15 Part B Speaking: making questions and answer

about the important events in space exploration

*Task1 Reviewing the structure of the common questions and answers in

English.( existing knowledge)

Yes/ No question:

 Auxiliary verb + S + V…? – Yes , S + aux.v/ No, S + aux.v +not

Wh-questions:

 Wh-question + aux.v + S +V….? – S + V+…

 Wh-question + V+….? – S + V+…

*Task 2 Basing on the paragraph at page 170 in textbook, the teacher ask and ss answer.(put them into practice)

*Task 3 Ss work in pairs to make question and aswer about the important events in space exploration.(ss use flexibly the structure of the questions in multiform situations -new knowledge)

3.2.Between two or more subjects.

3.2.1 Literature review.

Integrating curriculum in the classroom includes combining different subject areas and then teaching them in relation to a singular theme or an idea An integrated curriculum utilizes three different types of approaches of integration including the multidisciplinary approach, the interdisciplinary approach and the transdisciplinary approach

Multidisciplinary Integration

Multidisciplinary approaches focus primarily on the disciplines Teachers who use this approach organize standards from the disciplines around a theme Figure 1.1 shows the relationship of different subjects to each other and to a common theme There are many different ways to create multidisciplinary curriculum, and they tend to differ in the level of intensity of the integration effort The following descriptions outline different approaches to the multidisciplinary perspective

Figure 1.1 The Multidisciplinary Approach

Interdisciplinary Integration

In this approach to integration, teachers organize the curriculum around common learnings across disciplines They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts The disciplines are identifiable, but they assume less importance than in the multidisciplinary approach Figure 1.2 illustrates the interdisciplinary approach.

Figure 1.2 The Interdisciplinary Approach

Transdisciplinary Integration

Use the transdisciplinary integration approach by organizing the curriculum around student questions and concerns Transdisciplinary integration is done through project-based learning which involves allowing the students to tackle a problem Project-project-based learning allows students to make connections among different subjects by solving the problem and answering open-ended questions

Figure 1.3 Transdisciplinary Approach

According to Chard (1998), planning project-based curriculum involves three

steps:

 Teachers and students select a topic of study based on student interests,

curriculum standards, and local resources

 The teacher finds out what the students already know and helps them

generate questions to explore The teacher also provides resources for students and opportunities to work in the field

 Students share their work with others in a culminating activity Students

display the results of their exploration and review and evaluate the project

3.2.2 Examples: