(SKKN mới NHẤT) using the integrated curriculum to teach unit 16 the wonders of the world, english 11 with a view

THANH HOA DEPARTMENT EDUCATION AND TRAINING TRIEU SON HIGH SCHOOL EXPERIENCE INITIATIVES USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD Author: Le Thi Phuong Position: Teacher Experience initiative in the field: English Ư SCHOOL YEAR: 2018 -2019 download by : skknchat@gmail.com TABLE OF CONTENTS I Introduction 1.1 Rationale 1.2 Aims and objectives of the study 1.3 The scope of the study 1.4 Methods of the study 1.5 New features of the study II Development 2.1 Theoretical background 2.1 Integrated Curriculum 2.1.2 CLIL (Content and Language Integrated Learning) 2.2.The real situation before applying the research 2.3 Lesson plan and Result after applying the research 2.3.1 Lesson Plan of Unit 16: THE WONDERS OF THE WORLD, English 11 2.3.2 Lesson plan and Result after applying the research 25 III Conclusion and suggestion 26 References download by : skknchat@gmail.com I INTRODUCTION 1.1 Rationale Nowadays, along with the development of society, English has become the most popular language all over the world and it is considered as the officially international language Harmer (2001) says that although English is not the largest number of native or first language speakers, it is widely used by many people in as their second language With its essential role, English is gradually taught in high schools as a main subject in many countries In learning English in school, it is compulsory to develop skills in speaking, listening, reading and writing that will be necessary for students to participate in society and future life better I remember learning in the classroom and being taught subjects in isolation For instance, I was only taught reading comprehension in reading class or math in only mathematics class or English in English class but never in other subjects I often wondered why some math concepts weren't taught in English or some historical events weren’t taught in English since they somehow seemed to have a relationship Nowadays, the integrated curriculum has been widely used at schools When I taught through an integrated curriculum, my students showed higher signs of retention at an increased rate than when an integrated curriculum was not implemented The reason for this is because they were able to more closely relate to content and make real world connections in integrated curriculum approaches 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 introduce knowledge in some other subjects such as history, geography, literature, maths,etc…related to units in the textbook For above-mentioned reasons, I have decided to study on the integrated curriculum and apply this method to design a lesson plan of unit 16: The wonders of the world in English 11 By integrating knowledge of some other subjects such as maths, geography, history, culture, civic education and life to teach unit 16, I expect that students will not only learn more about the typical features of some wonders of the world, especially The Giza pyramid but also raise their awareness of protecting the wonders of the world 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) - Bring an insight into The wonders of the world in general and The great pyramid of Giza in particular - Design a lesson plan of unit 16: The wonders of the world in English 11, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,…related to the great pyramid of Giza download by : skknchat@gmail.com - Raise people’s awareness of protecting the wonders of the world in general and the great pyramid of Giza in particular 1.3 The scope of the study In this paper, beacause of our limited time and knowledge, I only focus on a wonder of the world in Egypt, the great pyramid of Giza In gerenal, I only show some typical features of this site 1.4 Method of the study I use a combination of different methods: - Collecting materials: Data are taken from various reference books and websites, which related to the great pyramid of Giza Moreover, information sources are also accessed from Internet - Analyzing and synthesizing: Data are analyzed to choose important information about the great pyramid of Giza After that, synthesize them - Consulting our supervisor and other experienced teachers 1.5 New features of the study In this study, I suggest a lesson plan of unit 16: The wonders of the world in English 11 with an aim at showing some information about the great pyramid of Giza Design a lesson plan of unit 16: The wonders of the world in English 11, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,…related to the great pyramid of Giza As a result, I hope that my students will have more knowledge about this wonder of the world and be aware of the need of protecting it II DEVELOPMENT 2.1 Theoretical background In this chapter, firstly I mention the concepts of the integrated curriculum and the CLIL, which are related to teaching a subject by integrating other subjects in classroom After that, I suggest a lesson plan of unit 16: The wonders of the world in English 11 2.1.1 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 We can see the definition of the integrated curriculum from this picture download by : skknchat@gmail.com Teachers often integrate history, geography, economics, and government in an intradisciplinary social studies program Integrated science integrates the perspectives of subdisciplines such as biology, chemistry, physics, and earth/space science Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world The program reports a positive impact on achievement for students who participate 2.1.2 CLIL (Content and Language Integrated Learning) CLIL, which stands for Content and Language Integrated Learning and , refers to teaching subjects such as science, history and geography to students through a foreign language (see the picture below) 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 text book of English 10,11 and 12 have a relationship with other subjects Therefore, using units in the textbook to introduce knowledge of other subjetcs brings about many benefits for both teachers and students 2.2.The real situation before applying the research As a matter of fact, the real situation of teaching and learning English in Trieu Son high school in particular and in our country in general has become a challenge for people working in education department It is too dificult for students to learn a foreign language in tradditional ways.In tradditional methodology, teachers give information and students listen and note down As a result, most of the students become more and more passive download by : skknchat@gmail.com and learn nothing except for the knowledge mentioned in the textbook Like other students, my students had difficulty in learning about Giza They complained that they couldn’t understand well the lesson such as how to construct the pyramid, the reason why the pyzamid was built From the above reasons, I decided to raise the sudents’ awareness by using the knowledge of other subjects to teach unit 16 2.3 Lesson plan and result after applying the research 2.3.1 Lesson Plan of Unit 16: The wonders of the world, English 11 I TOPIC USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD II LEARNING GOALS By the end of the lesson, Ss wil be able to improve In term of knowlege - Understanding more information about the great pyramid of Giza - Its dynasty when it was built - The place where the wonder of the world situated - The purpose of its construction - Its age - Time to complete - Architecture of the the great pyramid of Giza - The ways to construct the pyramid and the theories - Some typical scenic features of the The great pyramid of Giza - Knowing the knowledge of other wonders of the world and suggesting ways to protect them Skills - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic - Practise working individually, in pairs and in groups - Practise observing and analysing maps - Using intergrated subjects (Mathematics, Physics, History, Geography, Civic Education and Cultural Knowledge, etc.) to explain some further information Attitudes - Having positive attitude towards the wonders of the world in general and in Egypt in particular - Raising awareness of protecting and maitaining the wonders of the world such as The great pyramid of Giza, The Taj mahal, * Knowledge from subjects used for solving the topic: - Geographical Knowledge download by : skknchat@gmail.com Students use maps to find out the location of The great pyramid of Giza - Historical Knowledge Students use the knowledge about the dynasties in Egypt to know about the time when the great pyramid of Giza was buit Moreover, Students can use all knowledge of history and culture to talk about the theories, the purpose of building the great pyramid of Giza - Mathematical Knowledge Students use the knowledge of three-dimensional geometry in Maths to imagine how ancient Egyptian built the great pyramid of Giza - Cutural Knowledge Students use their cultural knowledge about the great pyramid of Giza to explain its architecture and the theories relating to its construction and its purpose of building - Knowledge of Civic Education and Life Students have chance to improve their awareness of protecting the wonders of the world through images of current status of some wonders of the world and know their responsibility towards this matter III LEARNERS - Students from class 11a7, Trieu Son high school - Number of students: 41 IV MEANING OF THE LESSON * For teachers: Creating an integrated curriculum means that teachers are charged with having to create challenging, fun, meaningful tasks that help students connect to information Teachers will create an interesting English period with the integration of many other subjects As a result, the English class will become more and more attractive * For learners: Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged They have a chance to show how master they are in other subjects by presenting related knowledge of maths, geography, history, culture, civic education and life As the matter of fact, students will gain more knowledge through the unit V TEACHING DEVICES - Using projectors, pictures, images, maps, handouts, video, diagrams, etc VI ACTIVITIES AND PROCEDURES download by : skknchat@gmail.com UNIT 16 : THE WONDERS OF THE WORLD SECTION A – READING (PERIOD 95) Stage s/time neede d War m-up (4 mn) Students’ activities Teacher’s activities Ask students to look at these pictures, then answer some questions Can you name these two wonders of the world? Where you think they are located? What you know about them? - Show pictures of the wonders of the world from number 1,2,3,4,5,6,7,8 - Look at the pictures and discuss Can you name these wonders of the world? Where you think they are located? What you know about them? - Answer the questions - Check student’s answers and give the feedback +Picture 1: The Colosseum, Rome, Italy - Students’ answers +Picture 1: The Colosseum, Rome, Italy download by : skknchat@gmail.com The Colosseum is the world’s largest amphitheatre, built over 1,900 years ago to host gladiatorial contests, executions, animal hunts and other gruesome spectacles +Picture 2: Machu Picchu, Peru + Picture 2: Machu Picchu, Peru Machu Picchu is one of the world’s most famous archaeological sites: a 15th Inca century citadel built on the mountain summit above the Sacred Valley +Picture 3: The Taj Mahal, Agra, India + Picture 3: The Taj Mahal, Agra, India The “Crown Jewel of India” was built in the mid 1600s for the Mughal emperor, Shah Jahan, on the south bank of the Yamuna river The mausoleum made of ivory white marble inlaid with semi-precious stones is an architectural marvel download by : skknchat@gmail.com + Picture 4: The Pyramids of Giza, Cairo, Egypt +Picture 4: The Pyramids of Giza, Cairo, Egypt The largest of the Great Pyramids was built by the 4th dynasty Egyptian Pharaoh, Khufu, around 3000 years ago and consists of an estimated 2.3 million blocks +Picture 5: +Picture 5: Christ The Redeemer, Brazil Christ The Redeemer, Brazil Atop the of Corcovado (meaning “hunchback” in Portuguese) is the youngest of the Seven Wonders, the monumental statue of Christ the Redeemer Constructed between 1922 and 1931, the statue is 30 metres high and was almost entirely funded by donations by Brazilian Catholics 10 download by : skknchat@gmail.com each blank with a suitable word mysterious ramp tomb chamber spiral wonder Last week we paid a visit to the of an unknown mandarin The movie was about a of the world A _ is needed at the exit and the entrance for wheelchairs users The Queen’s private is not opened to public It’s not known why Beson disappeared in _ circumstances A snail’s shell is _ in form -Teacher asks students to read each sentence and all options and translate into Vietnamese(Give any help if necessary) Make sure that all of them understand all sentences in task - Ask them to give their answers by calling on some students to give their explanation Answers: tomb wonder ramp chamber mysterious spiral Task 2: Answer the following questions Where is the Great Pyramid of Giza situated and when was it built? How high and large was the Great Pyramid of Giza? What was the purpose of this huge stone pyramid? How did the people of ancient Egypt build the Great Pyramid? According to the passage, what is the boat believed to have been used for? - First , Teacher asks students to explain all sentences and underline some key words in each sentence - Next, Teacher divides class into groups: A and B so that they will play a game called “Lucky Wonders” + Rules of the game: There have pictures of famous wonders on the screen Each wonder is a question or a lucky wonder Each team has a leader to choose a wonder If the leader calls out one of the lucky wonders, the team will get marks without answering question and you have the right to choose the next one Each correct answer to a question will get mark If the answer is incorrect, that team can give their -Write down on the notebook and read after the teacher -Read the words or phrases again -Review the vocabulary with the part of vocabulary checking: Task 17 download by : skknchat@gmail.com answer II Whilereadin g ( 20m n) T H E W O N D E R S O F T H E W O R L D -Give answers - Read questions and make sure that students can understand the questions Answers: -Read passage again to Where is the Great Pyramid of Giza situated and when was answer it built?  (Đại Kim Tự Tháp Giza đặt đâu xây questions dựng nào?) - Listen to the  It is located on the west bank of the River Nile and it was teacher built around the year 2560 B.C - Evidence: + Paragraph 1: The Great Pyramid of Giza was built by the Egyptian pharaoh Khufu around the year 2560 BC + Paragraph 4: Today, the Great Pyramid of Giza is enclosed, together with the other pyramids in the tourist region of the Giza Plateau on the west bank of the River Nile - Give the picture and ask students “ What you know about the Egyptian pharaoh Khufu ?” 18 download by : skknchat@gmail.com - Call on one students to give some integrated information he knows about the Egyptian pharaoh Khufu - Teacher gives feedback and add more information ► Khufu was one of the most renowned Pharaohs of ancient Egypt and he belonged to the Fourth Dynasty of the Old Kingdom He is particularly famous for the construction of the Great Pyramid of Giza, which is now considered as one of the Seven Wonders of the World His birth name was KhnumKhufu and he succeeded his father, Sneferu, to rule Upper and Lower Egypt in the 26th century B.C But to this day, there -Give answers still isn't much information on his rain His Hellenized names by playing a were Kheops, Cheops, and Suphis, as coined by the Greek game historians Diodorus and Herodotus, along with the Egyptian historian Manetho - Give the picture and ask students “ What you know about the river Nile?” - Give answer and give evidences in the passage 19 download by : skknchat@gmail.com - Call on one students to give some integrated information he knows about the river Nile - Teacher gives feedback and add more information ►The River Nile is about 6,670 km (4,160 miles) in length and is the longest river in Africa and in the world Although it is generally associated with Egypt, only 22% of the Nile’s course runs through Egypt In Egypt, the River Nile creates a fertile green valley across the desert It was by the banks of the river that one of the oldest civilizations in the world began The ancient Egyptians lived and farmed along the Nile, using the soil to produce food for themselves and their animals - Look at the picture and answer question about the Egyptian pharaoh Khufu How high and large was the Great Pyramid of Giza? (Chiều cao độ rộng Đại Kim Tự Tháp Giza?)  It was about 147 metres high on a base of 230 metres square - Evidence: + Paragraph 2: When it was built, the Great Pyramid was 147 metres high on a base of 230 metres square - Ask Students to look at the picture and talk about dimentions of the pyramid of Khufu Dimensions of the pyramid of Khufu - Look at the picture and talk about the river Nile Length (a)   The average length of the edge is ~ 230.360m 20 download by : skknchat@gmail.com - (230,12m = 440 cubits) Northern edge -230.328m - eastern edge 230.369m - southern edge 230.372m - western edge 230.372m Largest difference is only 4.4cm Height (h)   Originally 146.59m high (= 280 cubits), the pyramid is now only 138.75m high Diagonal (d)   325.77m Ridge (g)   219m Height of the   186.42m lateral surface - Ask students a question “ what you know about the building materials and structure of Giza? - Answer the question and give evidences in the passage - Look at the picture of dimensions of the pyramid Giza and using the knowledge of threedimensional geometry in ► The Khufu-pyramid (Cheops) probably originally had 210 Maths to stone layers At 50m height already 82% of the entire pyramid imagine dimensions of was built the pyramid What was the purpose of this huge stone pyramid? Giza (Mục đích kim tự tháp lớn đá gì?)  The purpose of this huge stone Pyramid was to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there 21 download by : skknchat@gmail.com - Evidence: + Paragraph 1: The purpose of this huge stone pyramid was to serve as a tomb when he died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there - Ask students to look at the picture and describe the structure of pyramid ►Khufu-Pyramid Entrance with descending corridor Entrance cut by grave robbers Subterranean chamber Grand Gallery King's chamber, relieving chambers, granite portcullis slabs Queen's chamber Shaft Limestone plugging the air shaft A= "Air shafts" The height of the core of bedrock is only known at the places where the shafts and corridors intersect and at the corners of the pyramid It might be higher than on this illustration ►The King's chamber: The King's chamber lies on 43.03m and is lined with granite On top of the chamber are five so called relieving chambers A granite sarcophagus lies in the chamber, but it is not known if there ever was a corpse put to rest there; a mummy or grave goods haven't been found inside the pyramid - Listen carfully the question and give information about the building materials and structure of Giza -Answer the question and give evidences in 22 download by : skknchat@gmail.com the passage - Look at the picture and describe the structure of pyramid Plan of the King's chamber:  The King's Chamber (crypt) of Khufu's pyramid with its five relieving chambers built with huge granite stone blocks South to North (left) and East-West (right) Kings chamber Antechamber with portcullises Sarcophagus Air shaft Horizontal granite beams Supporting limestone beams Pointed gabled roof of limestone Stress-relieving chambers Grand Gallery ►Answer: There are some theories of the function of Giza However, the most popular theory based on its structure is that Giza is considered as a tomb of Kunfu Great precautions were taken to protect the tombs from looters Egyptians believed that a defiler of a pharaoh's resting place would be cursed for eternity The entrance to the inner chambers was carefully hidden The pharaoh's mummy was placed in a huge coffin called a sarcophagus, which was made of the hardest known stone blocks But despite such warnings and precautions, tombs were raided over the years by grave robbers How did the people of ancient Egypt build the Great 23 download by : skknchat@gmail.com Pyramid? (Những người Ai Cập cổ đại xây dựng Đại Kim Tự Tháp nào?)  It is thought that the ancient Egyptian used straight or spiral ramp or huge weight arms to lift and place the blocks of stone - Evidence: + Paragraph 3: Although it is not known how the blocks were put in place, several theories have been proposed One theory involves the construction of a straight or spiral ramp that was raised as the construction proceeded A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms - Teacher asks students to watch the video about how to build the pyramid and explain more about the theories of building the great pyramid of Giza https://www.youtube.com/watch?v=52V9jmrgSbI - Teacher presents some pictures and talk about some theories ►There are a few conjectures when it comes to the enigmatic construction process of the Great Pyramid of Giza One of the oft-mentioned ones pertains to the ramp theory, which simply puts forth the scenario that the massive structure was built by raising ramps (or mounds) all around it Essentially, according to this hypothesis, once the foundation was laid, makeshift ramps were constructed around the core structure to haul and position the stone blocks on top of it As the structure gradually rose in height, the ramps were raised higher to accommodate the building blocks 24 download by : skknchat@gmail.com According to the passage, what is the boat believed to have been used for? (Theo đoạn văn, người ta tin thuyền sử dụng để làm gì?)  The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid - Evidence: +Paragraph 4: The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid - Teacher asks students to look at the picture and give some information retating to the boat -Answer the question and give evidences in the passage - Watch the video ►Answer: In 1954, archaeologists did stumble across a 153 ft (47 m) long boat made from Lebanese cedar; and it was enclosed inside a sealed pit situated at the foot of the Great Pyramid of Giza Known as the Khufu Ship, the marine-craft was laden with grave goods that were intended for the long journey of the deceased’s afterlife In essence, it was envisaged as a ‘solar barge’, a ritual vessel that would carry the reinvigorated spirit of the Pharaoh across the heavens with the sun god Ra as his ‘mate’  After finishing the game, teacher will announce the winner and give them some gifts or good marks Task 3: Scan the text and say what the following words refer to (give students handouts to the task) - Ask students to turn back the passage and pay attention to the italicised words - Teacher calls on some to give answers and correct them Answers: - Listen carefully the question and give information about the theories of building the great pyramid of Giza 25 download by : skknchat@gmail.com who (line 4) refers to the thieves it (line 8) refers to the Great Pyramid it (line 9) refers to the Great Pyramid each (line 12) refers to the blocks of stone -Answer the question and give evidences in (Work in pairs) Discuss the question: Which of the wonders the passage of the world you prefer and why? Model: A: Which of the wonders of the world you prefer and why? B: I prefer Ha Long Bay A: Why? B: Because it is very beautiful and it makes me feel proud of my country - Ask students learn by heart the new words - Look at the - Write a passage (100-120 words) about your favorite boat and listen wonder of the world to the teacher - Prepare for part B- Speaking -Listen the instruction of the task in handouts and the task individually 26 download by : skknchat@gmail.com III Postreadi ng (10 mn ) - Give answers IV Home work (1mn) - Listen the tecaher’s guide 2.2.2 Result after applying the research Since I applied this research for my teaching at Trieu Son high school I have got better results: Students have increasingly desired English lesson, which they have ever felt bored with before Additionally, they become more creative and active in developing their reading abilities Scecially, they have a chance to integrate some other subjects such as history in one English class As a result, they are aware of what they have to to protect the the wonders of the world In the year 2018-2019, I taught 11A1 I didn’t use these applications The number of students who well at the mini test at the end of the lesson is not high In the same year, when I taught 11A7 after by integrating some other subjects, I asked my students to the same test about the great pyramid of Giza after the lesson It is clear that the result is far higher The result of mini test at the end of lesson 2018- 2019 (not applied the research) - Giỏi: Số lượng: Tỷ lệ: 4.6 %  Class: 11A1 - Khá: Số lượng: 10 Tỷ lệ: 22.7 %  Number of - Trung bình: Số lượng: 22 Tỷ lệ: 50 % Students: 44 - Yếu: Số lượng: 10 Tỷ lệ: 22.7 % - Kém: Số lượng: Tỷ lệ: % The result of mini test at the end of lesson 2018- 2019 (applied the research) 27 download by : skknchat@gmail.com - Giỏi: Số lượng: 14 Tỷ lệ: 34.1 % Số lượng: 21 Tỷ lệ: 51.3 % Class: 11A7 - Khá: Number of - Trung bình: Số lượng: Tỷ lệ: 14.6 % Students: 41 - Yếu: Số lượng: Tỷ lệ: % - Kém: Số lượng: Tỷ lệ: % III CONCLUSION AND SUGGESTION Using the integrated curriculum and the CLIL to teach is not a new method However, in Vietnam, this has just been applied for recent years.Clearly, integrating other subjects in class brings about many advantages and benefits for both teachers and students The most important meaning of this method is that it can make students or learners get information easier and in more creative and active ways It can be denied that students feel more attracted when learning English in a combination with other subjects.The result after applying for students in class 11A7 obviously show that using integrated curriculum in teaching English firmly gains high effectiveness in comparison with other traditional methodologies The most important result after this lesson is that knowing the historical values of The great pyramid of Giza helps students raise their awareness of protecting this wonder of the world I hope that this study will benefit teachers and learners in teaching and learning English Nevertheless, this study may include some mistakes and limitation This is unavoidable because of the limitation of our knowledge, time and materials for my studying I have tried my best to complete my study I have also received much enthusiastic help and encouragement from other teachers as well as my friends Therefore any comments and suggestions will be highly appreciated so that I can perfect my later study Xác nhận thủ trưởng đơn vị Thanh Hoá, ngày 29 tháng 05 năm 2019 CAM KẾT KHÔNG COPY Người thực Lê Thị Phương Appendix: Mini Test (15 minutes) Full name:………………………………………… Class:………… 28 download by : skknchat@gmail.com Mark Teacher’s comment Choose the best answers for each sentence by circling the option A, B, C or D Question How high and large was the Great Pyramid of Giza? A about 147 metres high on a base of 230 metres square B about 157 metres high on a base of 230 metres square C about 147 metres high on a base of 270 metres square D about 147 metres high on a base of 280 metres square Question How many stone layers were there in the Khufu pyramid? A 110 stone layers B 210 stone layers C 310 stone layers D 410 stone layers Question What was the purpose of this huge stone pyramid? A to make a good impression on the citizens B to serve as a house when the Egyptian Pharaoh Khufu lived and to protect the burial chamber from the weather and from thieves C to nothing D to serve as a tomb when the Egyptian Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves Question How many parts were there in the plan of the King's chamber? A B C.9 D 10 Question How did the people of ancient Egypt build the Great Pyramid? A The ancient Egyptian used straight or spiral ramp to lift and place the blocks of stone B The ancient Egyptian used huge weight arms to lift and place the blocks of stone C The ancient Egyptian used the modern machines to lift and place the blocks of stone D A & C Question According to the passage, what is the boat believed to have been used for? A It is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid B It is believed to have been used to carry the body of an engineer in his last journey on earth before being buried inside the pyramid C It is believed to have been used to carry the body of Khufu in his first journey on earth before being buried inside the pyramid D It is believed to have been used to help Khufu go around the world Question Who was Khufu? A Khufu belonged to the second Dynasty of the Old Kingdom 29 download by : skknchat@gmail.com B Khufu was one of the most renowned Pharaohs of ancient Egypt and he belonged to the Fourth Dynasty of the Old Kingdom C Khufu was one of the most renowned Pharaohs of ancient Egypt and he belonged to the third Dynasty of the Old Kingdom D Khufu belonged to the first Dynasty of the Old Kingdom Question Where is the Great Pyramid of Giza situated? A It is located on the north bank of the River Nile B It is located on the south bank of the River Nile C It is located on the east bank of the River Nile D It is located on the west bank of the River Nile Question When was the Great Pyramid of Giza built? A it was built around the year 2560 A.D B it was built around the year 256 B.C C it was built around the year 2560 B.C D it was built around the year 256 A.D Question 10 How long is the River Nile? A The River Nile is about 6,670 km (4,160 miles)in length B It is the second longest river in the world C The River Nile is about 6,670 km (4,160 miles)in width D The River Nile is about 6,670 m in length REFERENCES 30 download by : skknchat@gmail.com [1] Meeting standards through integrated curriculum, Susan M Drake and Rebecca C Burns [2] Creating Standards-Based Integrated Curriculum: The Common Core State Standards Edition3rd Edition, Susan M Drake [3] http://www.cambridgeenglish.org/images/168750-teaching-historythrough-english-a-clil-approach.pdf [4] http://www.onestopenglish.com/clil/what-is-clil/ [5] https://www.teachingenglish.org.uk/article/clil-a-lesson-framework [6] http://study.com/academy/lesson/integrated-curriculum-definitionbenefits-examples.html [7] https://www.thetravelmagazine.net/seven-new-wonders-of-theworld.html [8] https://www.quora.com/What-are-the-most-plausible-theories-for-howthe-pyramids-of-Giza-were-built [9] https://www.ask-aladdin.com/egypt-pharaohs/khufu/ [10] http://www.primaryhomeworkhelp.co.uk/egypt/nile.htm [11] https://www.cheops-pyramide.ch/khufu-pyramid/khufu-numbers.html [12] https://sacredsites.com/africa/egypt/the_great_pyramid_of_giza.html [13] https://www.cheops-pyramide.ch/khufu-pyramid/cheops-greatpyramid.html [14] https://www.youtube.com/watch?v=52V9jmrgSbI [15] http://listverse.com/2019/01/10/10-most-plausible-pyramidconstruction-theories/ [16] https://www.realmofhistory.com/2018/10/15/facts-great-pyramid-ofgiza/ 31 download by : skknchat@gmail.com ... USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD II LEARNING GOALS By the. .. positive attitude towards the wonders of the world in general and in Egypt in particular - Raising awareness of protecting and maitaining the wonders of the world such as The great pyramid of Giza, The. .. its location + This is The great pyramid of Giza in Egypt - Lead students to the topic of reading passage Today we learn about The great pyramid of Giza, one of the most famous wonders of the world