Applying interdisciplinary knowledge to teach part a reading, unit 11 sources of energy english 11 effectively

Aims of the study - To provide students a brief information about the sources of energy andraise their awareness of the importance of saving our energy - To help teachers teach unit 11..

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT LANG CHÁNH

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI APPLYING INTERDISCIPLINARY KNOWLEDGE TO TEACH PART A.READING, UNIT 11: SOURCES OF ENEGY ENGLISH 11

EFFECTIVELY

Người thực hiện: Nguyễn Thị Huyền Chức vụ: Giáo viên

SKKN thuộc lĩnh mực (môn): Tiếng Anh

THANH HOÁ NĂM 2020

Appendices

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

LANG CHANH UPPER- SECONDARY SCHOOL

THANH HOA, 2020 EXPERIENCE INITIATIVE

APPLYING INTERDISCIPLINARY KNOWLEDGE TO TEACH PART A.READING, UNIT 11: SOURCES OF ENEGY ENGLISH 11

EFFECTIVELY

Position: Teacher of EnglishExperience initiative: English

I Introduction

1 Reason for choosing the topic

Learning English is becoming more and more important recently Likemany countries in the world in Vietnam, English is considered as a core subject.Every students at all levels of education from pre-school to higher educationhave to learn English Especially, for high school students English is one of thecore subjects in GCSE examination.Therefore, how to make the method ofteaching and learning English is very necessary for every English teachers It isthe fact that if we are good at English skill such as Reading, Listening, Speakingand Writing, we can easily approach information and technology Specially,Reading skill is the most important skill in English language from otherlanguage skill in acquiring language If students are good in reading, they will

be good in other language skills Moreover, they also widen their knowledge inmany fields On the other hand, students are bad at reading skill, they will get alot of dificulties in obtaining and understanding information As a result, theywill feel bored with reading lesons

After being an English teacher at Lang Chanh high school for nearly tenyear, I realised that my students' reading skill is limited Most of them are notinterested in learning this skill especially when teacher use traditional method toteach It not only makes lesson uninteresting but also makes students more andmore passive

We all know that using multi-subject knowledge in solving a problem oflesson is essential, which makes learners not only study and improve theknowledge from other subjects but also help them understand and solve thematter fast and perfectly From my experience, I think it's possible to integrateknowledge of subjects such as Chemistry, Physics ,Geography, Literature,History, Knowledge from Culture, Civic education and Life in Part A Reading.unit 11 Sources of energy It not only provides students a brief informationabout sources of energy but also raises their awareness of saving them That is

the reason why I choose the topic of my research is: "Applying

interdisciplinary knowledge to teach part A Reading, Unit 11: Sources of energy English 11 effectively"

2 Aims of the study

- To provide students a brief information about the sources of energy andraise their awareness of the importance of saving our energy

- To help teachers teach unit 11 Sources of energy Part A Reading

effectively

- To help students learn unit 11 Sources of energy Part A Reading better

3 Methods of the study

To make my solutions effectively, I have used some following methods.Firstly, I usually exchange with my colleagues to get the advice from them.Secondly, I always study, create and use new methods in teaching Englishsuch as using images, pictures, posters, real objects, etc

Thirdly, I apply science and technology in teaching, use projecters, presentsfilms, video clips to make the lesson actively For example, I show a short filmabout the process of how do the sources of energy work to motivate the spirit ofstudying between students

Next, I often teach English through real situations such as the presentsituation of some sources of energy to raise students’s awareness of save thesesources of energy; manipulating interdisciplinary knowledge which makestudents interested and motivated in learning

Lastly, I classify students into groups when instructing them to searchfor information, then choose the best to show before the class Most of studentshave chance to improve their awareness of saving the sources of energy

II Contents

1 Theoretical background:

1.1 Definition of interdisciplinary teaching

Interdisciplinary teaching is a method, or set of methods, used to teachacross curricular disciplines or "the bringing together of separate disciplinesaround common themes, issues, or problems.” often Interdisciplinary instructionassociated with or a component of several other instructional approaches Forexample, in a review of literature on the subject published in 1994, Kathy Lakeidentified seven elements common to integrated curriculum models: acombination of subjects; an emphasis on projects; the use of a wide variety ofsource material, not just textbooks; highlighting relationships amongconcepts; thematic units; flexible schedules; and flexible student grouping

Engaging students and helping them to develop knowledge, insights,problem solving skills, self-confidence, self-efficacy, and a passion for learningare common goals that educators bring to the classroom, and interdisciplinaryinstruction and exploration promotes realization of these objectives Repko(2009) asserts that interdisciplinary instruction fosters advances in cognitiveability and other educational researchers (Kavaloski 1979, Newell 1990, Field et

al 1994, Vess 2009) have identified a number of distinct educational benefits ofinterdisciplinary learning including gains in the ability to:

- Recognize bias

- Think critically

- Tolerate ambiguity

- Acknowledge and appreciate ethical concerns

1.3 How to Design Interdisciplinary Units in 5 Steps:

1.3.1 Assess Your Students and Setting

Analyzing your environment and students’ diverse learning styles will help you customize a unit to meet their needs and interests

For example, you could determine the bulk of your class struggles to

contextualize many math skills This insight can encourage you to make

interdisciplinary lessons about applying math to social and political issues

To learn more about your students, look into or reflect upon their:

- Engagement levels during different lessons

- Abilities to work by themselves and in groups

- Progression throughout the year or past years

To evaluate the classroom environment, consider if:

- Involving other teachers is needed or possible

- Dedicating enough time and resources to the unit is feasible

- Expanding learning locations by pursuing field trips or outdoor studies is needed

A proper assessment will reveal what you can and should do

1.3.2 Create an Organizing Centre

Running an interdisciplinary unit without an organizing centre is like

assigning a project without instructions

The organizing centre is the overarching focus All of your activities and lessons must relate to it And all the approaches and subjects students use will connect with it

Let’s use the War of 1812 as an example Organizing centres can take the form of:

- Topics — Upper Canadian activity throughout the war

- Issues — Are lessons from the war relevant today?

- Themes — Strife between communities.

- Works — Primary documents about the Surrender of Detroit

- Problems — What can we do to prevent future conflicts between North American countries?

With an organizing centre decided, you’ll have an easier time focusing throughout the next step

1.3.3 Develop Essential Questions

Like a mind map to a writer, students need help applying ideas and subjects

to an organizing centre That’s where essential questions come in

When facing a new activity, students should be able to reference its

underlying essential question and — after giving some thought — understand how it applies to the organizing centre Let’s return to the War of 1812 as an example An essential question may involve determining five long-term causes

of conflict

Each essential question should be:

- Somewhat complicated, encouraging students to divide it into simpler problems

- Rooted in concepts that are clearly applicable across subjects

- Completable within the allotted time frame

- Relevant and interesting to students

By framing and contextualizing your organizing centre with essential essentials, students should make natural connections between skills and

disciplines

1.3.4 Plan and Run Activities

Here’s the fun part It’s time to make and deliver exercises that tie into specific essential questions

Each exercise or lesson should introduce or reinforce ideas and skills, borrowing from different subjects to indicate the importance of combining disciplines

To address the aforementioned essential question about conflict causes, youcould set up learning stations Each one could teach students about issues — political, economic, sociological and more — that amount to tension between groups

Like any lesson or unit plan, vary activity types to raise engagement levels and give students chances to reflect on content and their work

1.3.5 Review Student Performance and the Unit Itself

As you use the interdisciplinary approach and the unit concludes, assess students and activities

This is not only an exercise in giving feedback to your class, but informing future interdisciplinary lessons.

To review student performance, consider evaluating:

- Connections with different subjects

- Effectiveness of the organizing centre

- Relevancy and applicability of essential questions

If the reviews are positive, you can start planning your next

interdisciplinary unit

2 Practical background

Part A in unit 11 is difficult because it contains so much information, so

many new words and theories In the past, I used to teach students for thefollowing steps

1 Before reading

* Warm up

* New words and Phrases (5-10 words)

* Practice with new words

2 While reading

*Students do the tasks (in texbooks)

*Teacher corrects and gives feedback

3.1 Warm up: Name the sources of energy

Teacher: Shows pictures of sources of energy from number 1 to 4 and presents questions

1.What source of energy does each picture refer to?

2.What do you need energy for?

Teacher: Asks students to work individually to look at the pictures

carefully in one minutes and name them and tell the use of energy

Students: Work individually in one minutes and give answer

1

+Picture1: Wind energy

+Picture2: Solar energy

+Picture3: Nuclear power

+Picture 4: Water power

2 We need energy for every daily activities We need energy to live andwork, to cook meals, to light, heat or cool the house, to run machines

Teacher: Checks student’s answers and gives feedback

Teacher: asks students “ What are the advantage and disadvantage of the

the sources of energy and their advantages and disadvantages.”

3.2 Before you read:

1 Vocabulary

Teacher gives vocabulary by asking students to look at the pictures andsome example on the projector and guess the words or phrases together withwriting on their notebooks

1- Energy

Teacher: Presents the pictures in the warm up again and ask: " What arethey called?"

Students: Look at the pictures say “năng lượng”

Teacher: Checks the student’s answer and gives the correct meaning of theword Energy: năng lượng

2 Fossil fuel

Teacher: Presents the first pictures and an example:

Eg: Oil, petrol, coal and gas are fossil fuels

Students: Look at the picture and example then say “nhiên liệu hóa thạch”Teacher: Checks the student’s answer and gives the correct meaning of theword Fossil fuel: nhiên liệu hóa thạch

3 Exhausted

Teacher: Gives an example: "Fossil fuels will be exhausted in short time"and asks sts to guess the meaning of the word " exhausted"

Students: Look at the example say “cạn kiệt”

Teacher: Checks the student’s answer and gives the correct meaning of theword Exhausted: cạn kiệt

4 Nuclear

Teacher: Presents some pictures and explains “It is the use of nuclear

reactions that release nuclear energy to generate heat, which most frequently is

then used in steam turbines to produce electricity in a nuclear power plant”

nuclear bomb nuclear reactors

Students: Look at the picture and say “nguyên tử”

Teacher: Checks the student’s answer and gives the correct name of theenergy in the pictures : Nuclear: nguyên tử

5 Geothermal heat

Teacher:Asks students to look at the picture and say “This energy is the

heat that comes from the sub-surface of the earth”

Students: Look at the picture and say “địa nhiệt”

Teacher: Checks the student’s answer and gives the correct name of theenergy in the pictures : Geothermal heat: địa nhiệt

6 Windmill

Teacher: Asks students to look at the picture and ask “What is it?”

Students: Give the answer: "cối xay gió"

Teacher: Checks the student’s answer and give the correct answer :

Windmill: cối xay gió

7 Dam

Teacher:Asks students to look at the picture and ask:"What is it?"

Students: Give the answer: "đập"

Teacher: Checks the student’s answer and give the correct answer : Dam:

đập

Teacher: Asks: "What is the name of this dam?"

Students: Give the answer: "đập Sơn La"

Teacher: (Manipulating Geography Knowledge)

Sơn La Dam is a concrete gravity dam on the Black River in Ít

Ong, Mường La District, Sơn La Province, Vietnam It is thelargest hydroelectric power station in Southeast Asia

8 Plentiful

Teacher: Gives an example: "Fossil fuels are limited"

Students: Give the answer: "hạn chế, có giới hạn"

Teacher: Checks the student’s answer and give the correct answer : limited:

hạn chế, có giới hạn.

Teacher: "plentiful" = "infinite" >< "limited", "What is the meaning of theword "plentiful" ?

Students: Give the answer: "nhiều, vô tận"

Teacher: Checks the student’s answer and give the correct answer :

plentiful = infinite : nhiều, vô tận.

Teacher: (Manipulating Maths Knowledge)

In mathematics, a limit is the value that a function (or sequence)

"approaches" as the input (or index) "approaches" some value Limits areessential to calculus (and mathematical analysis in general) and are used todefine continuity, derivatives, and integrals

9 Potential

Teacher: Gives an example: "Solar energy has a lot of advantages It is one

of the most potential sources of energy in the future." and asks sts to guess themeaning of the word "potential"

Students: Look at the example say “tiềm năng”

Teacher: Checks the student’s answer and gives the correct meaning of theword Potential: tiềm năng

1.energy ['enədʒi] (n)

= power ['pauə] (n): năng lượng

2.fossil fuel ['fɔsl] [fjuəl] (n): nhiên

liệu hóa thạch

3.exhausted [ig'zɔ:stid](adj): cạn kiệt

4.nuclear ['nju:kliə] (adj): hạt nhân

5.geothermal heat [,dʒi:ou'θə:məl

hi:t] (n) địa nhiệt

6.wildmill ['windmil] (n); cố xay gió 7.dam [dæm] (n): đập

8.plentiful ['plentifəl] (adj): nhiều infinite ['infinət] (adj)

= unlimited (adj): vô tận >< limited

9.potential [pə'ten∫l] (n / adj): tiềm

năng, có tiềm năng

Vocabulary checking