(SKKN 2022) some measures to improve efficiency and create passion for learning english by integrating interdisciplinary and practical application

1 INTRODUCTION 1.1 REASON FOR CHOOSING THE TOPIC: The objective of general education in Decision No 29-NQ/TU dated November 4, 2013 of the 8th Central Conference of the XI session on fundamental and comprehensive changes in education and training is: "Educating Vietnamese people comprehensively develops and brings into full play the potential and creative ability of each individual; loves his family, his fatherland, and his compatriots; lives well and works effectively "[1] The newly transformed company now asks for permission to ask for all educational information to train people and servers to industrialize and modernize the country The 12th National Congress continued to affirm: “Education is the first national policy Develop education and training in order to raise people's intellectual level, train human resources and foster talents To strongly shift the main educational process from equipping knowledge to comprehensively developing learners' capabilities and qualities; Learning goes hand in hand with practice, theory with practice Education and training development must be associated with the needs of socio-economic development, national construction and defense, with scientific and technological progress, requirements for human resource development and the labor market [7] One of the factors for educational development is to renovate teaching and learning methods in the direction of applying diverse and flexible educational methods, suitable to subjects and circumstances, giving priority to practice, encouraging students to practice creative; promote positivity, initiative, creativity and application of knowledge with the motto of "teaching less, learning more", "learning goes hand in hand with practice"; focus on organizing educational activities inside and outside the school, practice self-study method and desire for lifelong learning Renovate methods of technical education, vocational training and higher education in the direction of reducing the amount of theoretical teaching time, increasing the time of discussion and practice; linking training with scientific research; transform the training process into a self-training process; focus on training self-study, self-research, professional skills, teamwork skills Contemplate the philosophies of method: “The method is the soul of a moving content”; “Learning methods, not learning data”; “A bad teacher conveys the truth, a good teacher teaches how to find the truth”; “The good method is to simplify the 1 complexities, the bad method is to complicate the simple”; "A good teacher teaches everyone to understand and at the same time optimizes each person's ability" [5] Through the practice of teaching at Sam Son high school, I found that the application of interdisciplinary knowledge among other subjects makes the effectiveness of English lessons in particular and English subjects in general improved Teaching English, in addition to developing language skills for students, must also bring practical, interesting, interesting and complementary knowledge, improve knowledge for other subjects Unit 10 Nature in danger – English 11 is a very difficult part of knowledge, it not only develops language knowledge for students but also involves the knowledge of Biology, Chemistry knowledge 11; Physics 12; Math; Citizen education 10 In order to solve the above problem well, through the practice of teaching for many years at Sam Son High School, I boldly put forward a topic of initiative and experience: "Some measures to improve efficiency and create passion for learning English by integrating interdisciplinary and practical application” to go to the application for all English teachers in the school with great theoretical and practical significance 1.2 RESEARCH PURPOSES: Improve the quality and effectiveness of teaching, create excitement and passion for learning English, help students develop comprehensively, especially improving the quality of teaching language skills,reading and speaking skills Unit 10: NATURE IN DANGER - English 11, helping students better understand growth and development in animals, thereby measures to protect and care for livestock's health, promote the available potentials in the locality, know how to apply them in practice flexibly 1.3 RESEARCH SUBJECTS: Integrating interdisciplinary knowledge of Biology, Technology, Physics, Chemistry, Citizenship Education, Informatics, Mathematics in teaching reading and speaking skills Unit 10 "Nature in danger" through practical teaching in grade 11 - Sam Son High School for the school year 2021-2022 1.4 RESEARCH METHODS: In this thesis, I use some basic research methods as follows: - Research method to build theoretical basis: + Refer to documents, textbooks, newspapers, internet 2 + Analyzing, synthesizing, and generalizing document sources to build the theoretical basis and content of the experiential initiative - Methods of fact-finding surveys, collecting information: + Observation method + Experimental pedagogical method in two classes: + Experimental class: 11A6 + Control class: 11A2 - Statistical methods, data processing 1.5 NEW POINTS OF THE EXPERIENCE INITIATIVE - First, there is a shift in the role of the educator from a teacher-centered approach to a student-centered approach - The second is to bring the real world‖ into the classroom and give students the opportunity to explore learning in a different way 3 CONTENT OF INITIAL EXPERIENCE: 2.1 THEORETICAL BACKGROUND 2.1.1 General content: Using active teaching methods and techniques to teach interdisciplinary integration and practical application for a subject of knowledge to achieve good results, it is necessary to ask the following questions: a - Determine what knowledge it is? What are the learning goals that students need to achieve? to choose appropriate active teaching methods and techniques b - What subject is that knowledge related to (interdisciplinary)? c - Can that part of knowledge be related to practice? My teaching experience is thinking in the direction of the structure of a typical classroom lesson including the following steps: Step 1: Starting Situation (Startup) Step 2: Form new knowledge Step 3: Practice, Step 4: Apply, create Step 5: Expand 2.1.2 Specific content: Activity to prepare for new lesson: a - Project-based learning technique: Teachers assign projects to groups by topic week before learning a new lesson (or longer depending on the lesson), the groups prepare to present when learning a new lesson b - This part can be combined interdisciplinary to complete the project c - This knowledge can be related to practice to complete the project Organizing learning activities (new lesson): * Activity 1: Starting situation a - This is a guide to introduce a new lesson, title of the lesson, teachers can use the method of posing and solving problems [6], questioning technique [6], listening and feedback techniques positive [6] Specifically, teachers or students provide pictures, problematic situations, then ask questions, directing students to think to find the answers in the learning process until the end of the lesson 4 b - This part can be combined interdisciplinary to solve c - This section can state a real-life phenomenon to present a problem situation to be solved * Activity 2: Forming new knowledge + Activity 2.1 If the goal is for students to generalize the entire lesson from the beginning to the end of the lesson, include: What you already know, what you want to know, what is related to the lesson, the teacher will: a - Using the teaching technique "KWL" [6], combined with this technique, the teacher uses the cooperative teaching method [6] - Location of use: The teacher will immediately use the beginning of the new lesson to hand over the "KWL" form to the groups to conduct b - In this part, students combine interdisciplinary to complete the form c - This knowledge can be related to practice + Activity 2.2 If the goal wants students to acquire new knowledge: Activity 2.2.1 Theoretical new knowledge has part of old knowledge mentioned a - Using problem-solving and problem-solving methods [6], cooperative teaching methods [6], conversational methods, group activities, project-based teaching [6] Specifically, the teacher asked a learning group to present the known knowledge that was assigned to the previous task, to serve as a basis for receiving new knowledge - Active listening and feedback techniques [6], questioning techniques [6] The remaining groups listen to the group that is asked to present and give comments b - This part you can combine interdisciplinary to complete the lesson c - This knowledge can be related to practice.Activity Activity 2.2.2 Theoretical new knowledge does not include old knowledge a - Use the problem-solving and problem-solving method [6], the conversational method - Active listening and feedback techniques [6], questioning techniques [6] b - This part you can combine interdisciplinary to complete the lesson c - This knowledge can be related to practice.Activity Activity 3: Practice - In this part, students can combine interdisciplinary to complete the lesson 5 - This part of knowledge can be related to practice Activity 4, 5: Apply, expand a - Using the method of posing and solving problems [6], the method of conversation, the method of cooperative teaching [6] - Active listening and feedback techniques [6], questioning techniques [6] b - This part you can combine interdisciplinary to complete the lesson c - This knowledge can be related to practice 2.2 THE SITUATION OF THE PROBLEM BEFORE IMPLEMENTING THE INITIAL EXPERIENCE When not applying this EXPERIENCE INITIAL to teaching Unit “Nature in danger” - English 11", students learn this lesson passively, they find that this knowledge they have learned from lower grades So there is boredom, there are many parts of dry knowledge, they have not been able to connect the knowledge they have learned and subjects together, not know how to apply it in real life, so they have no interest in learning study or learning interest is not high, so the effectiveness and objectives of the lesson are not as expected To overcome the above situation and to contribute to the realization of the current educational goals, I have built "Some measures to improve efficiency and create passion for learning English by integrating interdisciplinary and practical application” 2.3 SOLUTIONS USED TO SOLVE PROBLEMS This is a broad knowledge that requires applying knowledge of many subjects, so I use the project-based teaching method When I did the project, I proceeded with the following process: Building the theme I base on teaching content and students' learning situation to build the topic: "Nature in danger" Then prepare lesson plans and consult the school administrators on the organization of field learning content at the institutions Contact the facility about the actual time, content, form Transfer of learning tasks I divided the class into groups, each group of 15 students (based on their interests in animal groups, their ability to exploit information, their social understanding, their skills in using information technology, to divide them into groups equally about each other capacity) Groups appoint their own leaders I assign homework to groups, for each group, I suggest to students the content they need to learn, ask students to record the content in the science diary to discuss, assign tasks, in The learning process needs to take notes, take pictures, record 6 videos to summarize and present in Powerpoint At the same time, write down how you feel about your experiences in English The specific tasks of each group are as follows: Group 1: Applying interdisciplinary knowledge to understand the reasons why nature and animals are threatened Students visit the local zoo to better understand the animals and their habitats, at the same time, combine the search for information in the sources and use the knowledge on the web through the subjects of Technology, Physics, Chemistry, and Citizenship Education to state: some reasons why nature is threatened - Learn the factors affecting the natural environment, the growth, development and disappearance of some plants and animals species Group 2: Apply interdisciplinary knowledge to come up with some solutions to protect the environment Students visit a local petting facility, to better understand the habitats of animals, and at the same time, combine information search in resources and use knowledge of Technology subjects, Physics, Chemistry, Citizenship Education to state: Poosssible measures for protecting the environment - Propose some ideas to protect rare animals and establish natural habitats for them Group 3: Learn the negative impacts made by people on the environment and sggest measures to protect it - Students visit a local animal breeding facility, to better understand the habitats of animals, and at the same time, combine the search for information in the sources and use the knowledge of the subjects of Technology, Physics, Chemistry, Citizenship Education to state: - the negative impacts made by people on the environment and measures to protect it Teachers and students go on field trips, including observations and interviews at facilities I and the students in the group conduct practice at the students' facilities or experiment places During the actual session, students took notes, took pictures, or recorded clips related to the discussion I monitor, guide, and help groups (Building plans, suggesting places, collecting information, asking questions, expressing ideas in English) Regularly detect the difficulties of the children in finding words, find the structure, record the discoveries, ideas, suggestions of the students in the actual process for evaluation Report results and discuss in class After the groups have completed the content, the representatives of each group report their work results, the other groups pay attention to ask related questions 7 From the knowledge gained by students, the teacher orients and guides students to find new words and knowledge to express content such as: - some reasons why nature and animals are threatened - some solutions to protect the environment - The negative impacts made by people on the environment and measures to protect it The teacher reviews and evaluates the performance of the students' learning tasks I base on the effectiveness and attitudes of the students in the process of group work at, and present the results in class to evaluate the completion of the students' tasks LESSON PLAN TOPIC "NATURE IN DANGER" - English 11 basic board The duration of the program is hours in class, students prepare week in advance at home I Objectives of teaching the topic Knowledge - English subject: By the end of the lesson Ss will be able to talk about : + some reasons why nature and animals are threatened + some solutions to protect the environment + The negative impacts made by people on the environment and measures to protect it - Biology: + Proposing measures to limit the adverse effects of external factors on the growth and development of livestock - Physics: + State the impact of physical factors on growth and development in animals, thereby proposing optimal solutions for growth and development in animals - Chemistry: + Outline the impact of chemical factors on growth and development in animals, thereby proposing optimal solutions for animal feeding, ensuring ecological balance - Maths: + Using mathematics in statistics on the number of rare and precious animal and plant species that have been and are in danger of extinction - Citizenship Education: Appreciate and conserve biodiversity, protect human health, and protect the natural environment - Informatics: Using knowledge to compose and make PowerPoint reports 8 Skills - language skills (listening, speaking, reading, writing) are developed in a novel way to explore the lesson - Observe, record, make statistics, synthesize observations on the natural environment, growth, development and causes of disappearance in some species of plants and animals - Analyze pictures and clips of the movement and development of society that have been affecting and affecting the living environment of plants and animals - Have skills in collecting information, applying knowledge of different subjects to explain issues related to the environment and the growth and development of animals - Practice teamwork skills, improve the spirit of cooperation, help each other in learning - Skills in using information technology as learning and research tools - Participating in activities suitable to their ability to contribute to the protection of the natural environment - Scientific skills: fieldwork, investigation, survey, data collection, interview -Thinking skills: analysis, explanation, distinction, practical relation, generalization, summation of knowledge - Learning skills: self-study, cooperation, report making, description with pictures, clips Attitude - Actively participate in activities, form the right attitude in scientific research, love the subject, and be interested in learning English - Sense of healthy living, science, to protect the health of yourself and the community Propagating and mobilizing the implementation of family planning, improving the quality of life - Actively participate in environmental protection - Propagate people to have a sense of protecting the living environment of humans as well as other living species Competence to aim for - Language skills: listening, speaking, reading and writing in English are practiced fluently - Ability to detect and solve problems based on observations and understanding of climate change and human impact on nature - Collecting and processing information on the growth and development process in plants and animals, factors affecting growth, development and the environment - Ability to apply learned knowledge to solve practical problems - Language competence: expressing and presenting content in different forms 9 - Ability to self-study, capacity to cooperate, ability to use information and communication technology II Teaching object 2.1 Number of students: 45 students 2.2 Class: Students of class 11A6 at Sam Son High School in the school year 2021-2022 III Teaching equipment, learning materials * For teachers 3.1 Equipment and supplies for teaching Computer, Projector Videos and movies describe what humans are doing to change the natural environment Illustration for the lesson Chalk, copy, pen, draft, word lesson plan, electronic lesson plan Some information on the current situation of some rare and precious species of flora and fauna A plan to assign and organize learning tasks for students The necessary documents and websites to introduce to students Ao paper, markers, worksheets for students to discuss in groups 3.2 Learning materials used in teaching Textbooks, English teachers' book 11 Education Publishing House Textbooks, teacher’s book Biology 11 Education Publishing House Textbook, teacher's book Physics 12, Education Publishing House Textbooks, teacher books of Chemistry 11, 12, Education Publishing House Textbooks, teacher books on Citizenship 10, Education Publishing House Textbooks, teacher books Technology 10, Education Publishing House 3.3 Application of information technology in teaching Use the camcorder Computer and Projector Projector Electronic lectures written on PowerPoint, speakers connected to computers Software to edit and edit movies, cut photos Internet * For students: Learn the content: - English subject 11: Unit 10: Nature in danger - Biology 11th subject: + Lessons 38, 39: Factors affecting growth and development in animals 10 10 - 12 CB Physics: + Lesson 27: Infrared and ultraviolet rays - 12 CB Chemistry + Lesson 44: Chemistry and social problems - Citizenship Education 10 + Lesson 15: Citizens with some urgent problems of humanity - Collecting images and clips related to endangered animals and factors affecting their living environment - Technology: + Lesson 28: Nutritional needs of livestock + Lesson 34: Creating a living environment for livestock and aquatic animals + Lesson 35: Conditions for the emergence and development of diseases in livestock - Informatics: Applying learned knowledge to make a report on power point IV Teaching activities and teaching process General process: Building the theme Transfer of learning tasks Teachers and students conduct practical activities including observations and interviews at facilities or where students go on field trips Report the results and discuss in class Teachers comment and evaluate students' performance of learning tasks Teachers and Students’ Activities Content to be achieved Step 1: Build a theme Step 2: Transfer learning tasks The teacher introduces Students to the lesson process according to the research topic to be studied: - Introduce the topic - Divide groups and assign tasks - Reality - Discussion - Evaluate Teacher: Divide the class into groups, each group of 15 students (based on the interests of groups of animals, ability to exploit information, social understanding, skills of using information technology of Building a topic (This activity is done before preparing a specific lesson plan) Transfer of learning tasks Teachers introduce to students to grasp the main topic to learn Questions to investigate interests and abilities Students must be clear and specific to serve the implementation of the selected integrated topic and the groups to work effectively Groups appoint team leaders Group 1: Tran Vu Minh Huyen Group 2: Nguyen Huu Phong Group 3: Nguyen Hoang Thien 11 11 students to divide groups equally on Teams receive quests capacity) Students form groups and appoint group leaders Teachers assign homework to groups, ask students to take notes, discuss, assign tasks Group 1: Applying interdisciplinary knowledge to understand the reasons why nature and animals are threatened Group 2: Apply interdisciplinary knowledge to come up with some solutions to protect the environment Group 3: Learn the negative impacts made by people on the environment and sggest measures to protect it Teachers guide the general requirements of applying interdisciplinary knowledge: Students seriously - Apply practical observation, note- assigned problems taking, interviewing, and general thinking skills - Applying vocabulary and expression structure in English combined with knowledge in Biology, Math, Physics, Chemistry, Citizenship Education, History, Geography, Informatics, Technology, concepts social consciousness - Apply auxiliary skills: take photos, record videos, record audio The teacher asks the students to follow too In a practical program, students record their feelings about their own experiences After that, the group completed the harvest on Powerpoint Students: When performing tasks, students cross-write in their diaries, take 12 study the 12 pictures, record videos, and solve assigned problems Step 3: Get practical Teachers and students in the group go on field trips to institutions Students apply vocabulary and expression structure in English in combination with using general knowledge of Physics, Chemistry, Biology, Technology to solve assigned problems Step 4: Discuss to solve the central problem in class Activity 1: The groups report the results Teacher: organize for groups to report results and feedback Students: Representatives of groups present research results Teacher: suggestions for groups to comment and supplement for other groups Students: Comment, give suggestions, ask questions about the content your group learns Activity 2: Discussion Activity 2.1: Pre teaching Look at the picture and answer the questions What you understand from the facts above? Groups report their findings The facts above show that the numbers of rare animals become extinct Because they are killed for food, fur, skin Vocabulary: Cultivation (n): Can you explain why the numbers of Elicting question: Which word these animals have become small? describes the preparation and use of land for growing plants or crops ? - Elicit the new words by asking to discharge:thải (synonym) Elicting question: What is the other questions, using the techniques 13 13 suggested above - Ask Ss to give the Vietnamses equivalent (if necessary) Checking Checking Vocabulary: slap the boarb word of to release? to discourage(v): khuyến khích làm (antonym) Elicting question:What is the opposite word of to encourage? Elicting question: A verb means to each a person or an animl and keep them as a prisoner to capture (v) : bắt giam Activity 2.2:Brainstorming ( books closed) - Let Ss say out their ideas about some reasons why nature is threatened in their group first - Call on some Ss to say out their answers - Teacher notes down Ss' ideas on the board Ask Ss : What you thinhk is the most important reason ? Suggested rideas: In my opinion, the most important thing is Ex: - Killing endangerd animals for fur, skin and food - Keeping animals as pets - Hunting or capturing animals for recreation or entertainment - Burning forests - Cutting down trees for wood - Using fertilizers and pesticides for cultivation 14 Activity 2.2: In my opinion, the most important thing is Key: no fixed answers ( The answers will depend on their own ideas because the aim of this activity is only to encouage Ss to speaking as much as possible) Activity 2.3: Answer Key: There can be more measures for one reason Example: Reason: Killing endangered anomals for fur, skin and food Measures: Killing endangered animal for fur, skin and food should be banned All kinds of animal and plants 14 - Discharging chemical pollutants into the environment Activity 2.3: Find out possible measure for protecting endangered nature Teacher: ask students to discuss and present possible measure for protecting saving nature through examples and observation of pictures, through reality - Hang on a chart with possible measure for protecting endangered nature which are prepared boferehand on each slice Example: Killing endangered animals for fur, skin and food should be banned Planting trees should be encouraged should be protected In pair, one student says the reason, one says the suitable measures Ask Ss to look at their parter when they speak Activity 3: Sample conversation S1: Do you know these days people are cutting down a lot of trees in the forrest for wood? S2: Yes, I / Oh, relly? I thinhk laws should be introduced to stop people from cutting trees for wood S1: You're right And planting trees should be encouraged S2: Yeah Activity 4, 5: Apply, expand - Have SS stick their posters on the - Ask Ss to work in groups and in turn board one representative of each come to the board, matching the reasons group will present their group's ideas in activity with possible measure for - Teacher and Ss give comments and the choose the bes-designed poster protecting andangered nature and the best presentation to praise - Teacher checks the matching if they are suitable - Search the internet to find out some more information about endangered animals Activity 3: Practice - In this part, students can combine interdisciplinary to complete the lesson - This part of knowledge can be related to practice 15 15 Activity 4, 5: Apply, expand Divide the class into groups - Deviver big pieces of paper and some markers, color pencils to each group - Ask Ss to make a poster which aims at appealing to everybody for not destroying nature and trying to look after our environment more carefully 16 16 2.4 EFFECTS OF EXPERIENCE INITIATIVE FOR EDUCATIONAL ACTIVITIES, FOR MYSELF, WORKERS AND SCHOOL 2.4.1 For Students, educational activities - The students feel much more interested in the class They actively occupy knowledge, both systematize and review what they have learned, and combine other subjects in a fun and comfortable way They form many skills on teamwork; self-study; systematization of knowledge applied in practice 2.4.2 For the teacher himself - I myself find it possible to apply many teaching methods in a lesson, session, or project effectively Apply many different pieces of knowledge, effectively and search for better practical application materials 2.4.3 For colleagues and school - Many colleagues, after using it, also found that there are many obvious effects compared to the traditional teaching method - The school will have a strong team of teachers, students with high academic results, respond to social changes, bring high quality education in the future 2.4.4 Experimental results I took the test 15 minutes after learning: A Multiple choice points, questions Question aren't effective anymore because insects have become resistant to them a Fertilizers b Pesticides c Herbicides d Composts Question If we not take steps to protect the world's wild life, many species of birds and animals are likely to completely a die out b die down c die away d die from Question The Earth will be a planet where' human beings, animals and plants live in peaceful a cooperation b coordination c corporation d coexistence Question The health of our children is being by exhaust fumes a danger b endanger c dangerous d endangered Question The society was set up to endangered species from extinction a prevent b distinguish c preserve d survive B Essay: points-2 sentences Question 6: points Lead two reasons why nature is threatened? Question 7: points Suggest two measures to protect the environment? 17 17 * Qualitative assessment: - Students are very excited about the lesson, very active, proactive and vibrant * Quantitative assessment: Statistical processing results Point num class ber 11A2 (C class) 11A6 (Ex.class) 10 0 11 10 0 0 10 10 Figure 1: Comparison chart of 15-minute test results of class 11A2 and 11A6 The results show that the proposed method in the experiential initiative brings higher teaching efficiency than the traditional method 18 18 CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion Using methods - active teaching techniques by topic, integrating interdisciplinary knowledge to solve real-life situations, made the lesson natural, comfortable, not dry, less stressful directly, promote the implementation of teaching under the motto "learning goes hand in hand"; renewing forms, learning methods, methods of testing and evaluating students' learning results I believe that, if my experience initiatives mentioned above are consulted by my colleagues and applied appropriately in my teaching process, it will bring high efficiency 3.2 Recommendations Personally, I need to improve my professional skills I hope that at the unit, the Department of Education and Training will organize training sessions on teaching innovation, the local school needs to prepare more modern equipment for teachers to be more flexible in the process of choosing methods - techniques more diverse teaching techniques Although I have had a lot of enthusiasm to research, build, as well as receive the advice and help of my colleagues at the school to perfect this business initiative, there may still be many shortcomings and shortcomings The points are not suitable in different educational situations, so we hope that colleagues in other units can comment and develop so that this experience initiative can be more complete and can be widely applied in schools I sincerely thank! THE PRINCIPAL'S CONFIRMATION Thanh Hoa, May 15th, 2022 I guarantee that I myself drew out this innovative experience and didn't copy its contents from others' The writer of the innovative experience Trinh Ngoc Long Vu Phuong Mai 19 19 ... for many years at Sam Son High School, I boldly put forward a topic of initiative and experience: "Some measures to improve efficiency and create passion for learning English by integrating interdisciplinary. .. built "Some measures to improve efficiency and create passion for learning English by integrating interdisciplinary and practical application? ?? 2.3 SOLUTIONS USED TO SOLVE PROBLEMS This is a broad... interdisciplinary and practical application? ?? to go to the application for all English teachers in the school with great theoretical and practical significance 1.2 RESEARCH PURPOSES: Improve the quality and