Using the integrated curriculum to teach unit 16 “historical places”, english 10 with a view to raising students’ awareness of the need to protect historical place

By integrating knowledge of some other subjects such as maths, geography, history, culture, literature and civic education to teach unit 16, I expect that students will not only have opp

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TABLE OF CONTENTS

2.1.2 What is CLIL (Content and Language Integrated Learning)? 6

2.2.4 Suggested some solutions and implications 31

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PART 1 INTRODUCTION 1.1 Reason for the study

Currently, English has become the most popular language all over the world and it is considered as the officially international language Although English is not the largest number of native or first language speakers, it is widely used by many people as their second language to communicate with others from different cultures In addition, English is an important language for all kinds of professional and personal goals Its importance in the global market place cannot be understated Learning English really can change our life Although learning English can be challenging and time consuming, we can see that it is also very valuable to learn It can create a large number of opportunities and increase our chances of success Because of its essential role, English has not only been gradually taught in most of schools but also become the core and compulsory subject in the National Examinations in Viet Nam and many different countries in the world With such a trend of development, learning English is, therefore, important than ever before

However, in Viet Nam, many students are not fully interested in learning English in class Their favourite subjects can be maths, physics, geography, literature…but they find no motivation to learn English, even students in gifted classes such as 10A1 or 10D1 Most students show their depression while learning and they do not pay attention to what teacher are saying Some even do maths exercises or read history books during English lessons It is challenging for teacher

to draw all students’ attention in the class to the lesson, especially weak students or those who are not interested in English If English lessons are just something about pronunciation, vocabulary and grammar structures only and they have no connection with real life or things that attract students, they seem to be quite boring and sleepy From this fact, I often wonder why English teachers do not integrate the knowledge in different fields such as several maths concepts or some historical events to solve the topic of a certain English lesson since they somehow appear to have a relationship This will create opportunities for students to show their knowledge in various subjects and make them more interested in the lessons as well

Nowadays, the integrated curriculum has been gradually used at some schools in cities; however it is still a new concept to the teachers in rural area I have tried applying this technique in teaching several units in English 10 at my school and it seems to bring successful results When I teach through an integrated curriculum, my students show higher signs of attention to the lesson and more active cooperation with others than when an integrated curriculum is not implemented This is attributed to the fact that they are able to more closely relate

to content and make real-life connections in integrated curriculum approaches

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Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged The fact shows that through many periods of English subject at school, teachers can take advantage of knowledge in some other subjects such as history, geography, literature, maths, etc…related to the topic of units in the textbook to produce interesting and effective lessons

This is the reason why I deal with the topic: “Using the integrated curriculum to teach unit 16 - “Historical places”, English 10 with a view to raising students’ awareness of the need to protect historical places” in my

studying By integrating knowledge of some other subjects such as maths, geography, history, culture, literature and civic education to teach unit 16, I expect that students will not only have opportunities to use the knowledge of other subjects to solve the topic but also learn more about the typical features of historical places; therefore, they will have positive attitude of appreciating the traditional values of the nation and raise their awareness of the need to protect our historical places as well Having applied this method, my students have studied more actively and effectively They are more motivated and interested in the subject My students are encouraged and they focus completely on the lesson They

no longer feel stressful and bored during classes Therefore, the effectiveness of the lessons are much higher As an English teacher, I truly believe that this study would be a great contribution to my current teaching

Of course, this study can not be perfect in limited time I do hope that the contribution of my colleagues will bring it to perfection and be widely applicable

1.2 Aims and objectives of the study

This paper sets the aims and objectives as follow:

- Have a general brief of integrated curriculum and CLIL (Content and Language Integrated Learning)

- To help students learn in free and flexible way

- To make students more interested in English and more attentive to the lesson

- To produce a dynamic and stimulating environment

- To reduce students’ stress and pressure in English lessons

- To help students understand the aim of their learning so as to raise students’

achievement

- Bring an insight into Van Mieu – Quoc Tu Giam

- Raise students’ awareness of protecting historical places in general and Van Mieu – Quoc Tu Giam in particular

1.4 Method of the study

- Apply and adapt some essential knowledge from the workshops and classes I have participated in before

- On the basis of my experiential learning and teaching

- Cooperate with my colleagues to share the problems and get their useful supports

- Make full use of a variety of materials and media

- Implement the surveys among the 10 grade students to find out the necessary figures and solutions to the problems

- Design a lesson plan of lesson A – Reading -unit 16: “Historical places” in English 10, which uses the integrated subjects to introduce knowledge of history, geography,…related to Van Mieu - Quoc Tu Giam

1.5 Scope of the study

The students in grade 10 at my school

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PART 2 DEVELOPMENT 2.1 Theoretical background

2.1.1 What is integrated Curriculum?

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts Integration focuses on making connections for students, allowing them to engage

in relevant, meaningful activities that can be connected to real life An integrated curriculum aims to connect the theory learned in the classroom, with practical, real-life knowledge and experiences The practical and experiential learning aspect

of an integrated curriculum is facilitated through service-learning We can see the definition of the integrated curriculum from this picture

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2.1.2 What is CLIL (Content and Language Integrated Learning)?

CLIL, which stands for Content and Language Integrated Learning, refers to teaching subjects such as science, history and geography to students through a foreign language

The term CLIL was coined by David Marsh, University of Jyväskylä, Finland

(1994): "CLIL refers to situations where subjects, or parts of subjects, are taught

through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language" The fact shows that the

themes of the units in the textbook of English 10, 11 and 12 have a relationship with other subjects Therefore, using units in the textbook to introduce knowledge

of other subjects brings about many benefits for both teachers and students

2.2 The study

2.2.1 Suggested a lesson plan of unit 16: Historical places, English 10

UNIT 16 : HISTORICAL PLACES SECTION A – READING (PERIOD 90)

I TOPIC

APPLYING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING STUDENTS’ AWARENESS OF THE NEED TO PROTECT HISTORICAL PLACES

II LEARNING GOALS

By the end of the lesson, Ss will be able to improve:

1 In term of knowlege

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- Understanding more information about Van Mieu – Quoc Tu Giam (Temple of Literature)

+ Its dynasty when it was built

+ The place where the historical place situated

+ The purpose of the construction

+ Its age

+ Time to complete

+ Architecture of the Temple of Literature

+ Some typical scenic features of the Temple of Literature

- Knowing the knowledge of other historical places and suggesting ways to protect them

2 Skills

- Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context

- Practise working individually, in pairs and in groups

- Practise observing and analysing maps

- Using knowledge of other subjects (Mathematics, Physics, History, Geography, Civic Education and Cultural Knowledge, etc.) to explain some further information

3 Attitudes

- Having more positive attitude towards learning English in class

- Raising awareness of protecting and maintaining historical places in the world in general and in Vietnam in particular

III LEARNERS

- Students from class 10D1, 10A7

IV TEACHING DEVICES

- Using projectors, pictures, images, maps, handouts, video, diagrams, etc

V ACTIVITIES AND PROCEDURES

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activities WARM-UP

(5ms)

CROSSWORD PUZZLE

- T devides the class into small groups 4 and introduce the game: You are going to work in groups to solve this puzzle about Van Mieu – Quoc Tu Giam in 4 minutes Which group finish first will be the winner

- T might want to explain some new words in the questions E.g: “stelae” (question 2) and

“dynasty” (question 8)

- T observes and check

Down:

1 What Quoc Tu Giam is considered to be

2 The stone stelae are carried on the backs of these animals

3 The city where Van Mieu – Quoc Tu Giam is located

4 The site of the oldest university of Viet Nam

6 The material to make the stelae

- Ss listen to the teacher

- Ss work in groups to find out the answer

as quickly as possible

1 Answer the questions:

- T uses the picture on page 166 in the textbook

to introduce the topic of the lesson

- T asks Ss some questions:

+ What can you see in the picture?

+ Do you know this place?

- Ss work individually and answer the questions

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- T calls on some Ss to present their answers

Temple of Literature (Van Mieu-Quoc Tu Giam)

Lead-in: Today we’re going to read a passage

about Van Mieu – Quoc Tu Giam – a famous

historical place in Viet Nam

2 Preteach vocabulary:

- T asks Ss to look at the screen and pay

attention to all the words underlined in red color

in the reading passage

* VOCABULARY

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

site in Hanoi 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, the first university of Vietnam, was

established on the grounds of Van Mieu Between 1076 and 1779,

Quoc Tu Giam educated thousands of talented men for the country.

In 1482, Van Mieu became a place to memorialize the most brilliant

scholars of the nation The names, places of birth and achievements

of top students in royal examination were engraved on stone stelae

These stelae, carried on the backs of giant tortoises , are still standing

today and they attract great interest from visitors.

After more than 900 years of existences, Van Mieu is an example of

well-preserved traditional Vietnamese architecture The banyan trees

in Van Mieu , which witnessed festivals and examinations during

feudal times, continue to flourish Van Mieu – Quoc Tu Giam is a

site of national pride for Vietnamese people.

- Ss read through the passage, focus

on the underlined words

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- T elicits new words:

+ originally/(adv) = firstly (synonym)

+ representative/(n) (explanation)

“ A person chosen or appointed on behalf of

another person or a group”

+Confucian/(n) (explanation)

“Khong Tu was the pioneer thinker”

+ talented/(adj) = gifted (synonym)

+ engrave/(v) (picture)

+ stele (stelae)/(n) (picture)

- Ss listen to the

T and try to guess the meaning of words

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+ banyan tree/(n) (picture)

+ flourish/ (v) = grow well (synonym)

- T shows all words or phrases, then ask Ss to

look at the board and listen to the teacher first

- Originally /ə'riʤnəli/ (adv) = Firstly

* VOCABULARY

Đầu tiên,trước tiên

- Representative (n) /,repri'zentətiv/ Đại diện

- Confucian (n) /kən'fju:∫n/ Người ủng hộ Khổng Tử, người

- Banyan (tree ) (n) /'bæniən/ Cây đa

- Flourish (v) /ˈflʌrɪʃ/ mọc sum sê, phát triển

- T asks Ss to write down on their notebook,

then read after the teacher

- T calls 1or 2 students read the words again,

then check pronunciation

- Ss listen and repeat after the

T

- Ss do task 1 in pairs

A beautifully B initially C finally

2 It is representative of Confucian ways of

thought and behaviour

A typical B fond C traditional

3 Van Mieu was a place to memorialize the

most brilliant scholars of the nation

A ignore B gather C honor

4 The stone stelae were engraved with the

names of the top students in royal examinations

A printed B carved C washed

5 The banyan trees in Van Mieu continue to

flourish even now

A slow down B fall off C grow well -T asks Ss to read each sentence and all options Make sure that all Ss understand all sentences in task 1

- T asks them to give their answers by calling on some students to give their explanation

- T shows the maps of Vietnam and Hanoi and ask Ss to locate Van Mieu – Quoc Tu Giam on

Van Mieu – Quoc Tu Giam is located in Hanoi

capital, northern Vietnam and situated at the

centre of the city

- T instructs Ss to go back to the passage and do

task 2

- First , T asks Ss to explain all sentences and

underline some key words in each sentence

- Ss use geographical knowledge to locate Van Mieu

- Quoc Tu Giam

on the maps

- Ss read through the sentences and underline the key words

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- T asks Ss do task 2 through a game

- Next, T divides class into 2 groups: A and B

so that they will play a game called “Lucky

Places”

+ Rules of the game: There are 8 pictures of 8

famous places on the screen Each place is a

question or a lucky place Each team has a

leader to choose a place If the leader calls out

one of the lucky places, the team will get 2

marks without answering question and you have

the right to choose the next one Each correct

answer to a question will get 1 mark If the

answer is incorrect, another team will have right

to answer Which team has more points will be

2 Quoc Tu Giam is considered to be the first

university of Viet Nam

3 Thousands of talented men were trained in

Quoc Tu Giam from the 11th to the 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 some trees which have

been in Van Mieu for a long time

- Ss play the game and do task 2 in groups

Answer: F  it was built in 1070

Evidence: Van Mieu – Quoc Tu Giam is a

famous historical and cultural site in Hanoi

Originally built in 1070 in the Ly dynasty, Van

Mieu was representative of Confucian ways of

thought and behaviour

- T shows the picture and ask students “What do

you know about King Ly Thanh Tong?”

- Ss find evidence in the passage and decide whether the stataments are true or false

- Ss use historical knowledge to talk about King

Ly Thanh Tong, who founded Van Mieu – Quoc Tu Giam

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- Call on one student to give some integrated

information he knows about this King

- Teacher gives feedback and add more

information

Suggested answer:

Lý Thánh Tông (30 March 1023 - 1 February

1072), personal name Lý Nhật Tôn , temple

name Thánh Tông, was the third monarch of

the Lý dynasty and the 8th ruler of Đại Việt In

his reign, Lý Thánh Tông promoted the

agricultural development, reducing some harsh

laws and building many Confucianist and

Buddhist institutions, most notably the first

Temple of Literature in Vietnam (1072) He

with Champa, resulting in the expansion of

Vietnamese territory to the areas which

Province today Chinese sources identify Lý

Nhật Tôn as the Viet king that dared to claim

imperial status, which for the Chinese was a

direct challenge to their view of the world that

prelude to the Song-Viet war in 1070s

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- T asks Ss to answer the question: “Why is it

said that Van Mieu was representative of

Confucian ways of thought and behaviour?”

Suggested answer:

Temple of Literature is an old cultural

monument of the Vietnamese people It was

built in 1070 in the reign of King Ly Thanh

Tong for the worship of Zhou Gong and

Confucius - the two founders of Confucianism

and the education of princes

2 Quoc Tu Giam is considered to be the first

university of Viet Nam

Answer: T

Evidence: 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, the first university

of Vietnam, was established on the grounds of

Van Mieu

- T asks Ss to look at the picture and answer

question “Where were the old classes in Temple

of Literature?”

- Ss use literature knowledge to answer the question

- Ss use architectural knowledge to answer the question