(SKKN 2022) helping the 11th grade students of lam kinh high school learn english effectively by integrating the knowledge of other subjects into english lessons

1 INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPIC: Secondary students have been acquainted with the amount of knowledge from many different areas through these subjects such as Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English All knowledge in life is related The subjects in the school today are different but they are always related and complementary Therefore, teaching in an integrated way is a modern and advanced teaching trend that many teachers have practiced in practice In particular, English is a subject that can integrate much knowledge of other subjects When building lessons of each lesson in English, teachers will easily see the content of that lesson related to which knowledge to build lesson plans towards integration, exploitation and opening widely knowledge in other subjects For many years, I have been teaching English in a high school Thus, to help students be interested in the subject and be effective in teaching English, teachers have to innovate the teaching methods In addition, the knowledge is more diversified and tends to be close Especially the social subjects are closely linked Therefore, how students get bored, how they use the knowledge they have learned, the available knowledge to solve a problem is a worthwhile story in every school? However, how to integrate many subjects in a period is always a concern for many teachers by many objective and subjective reasons from teachers and learners The learning condition is limited and the knowledge is a lot Students' vocabularies are not a lot so they have difficulty communicating and expressing ideas In addition to equipping themselves with the good knowledge in the field of specialization, teachers also have to learn about other subjects for proper and effective integration To be concerned about the difficulties and limitations in the lessons and through a test time in the grade of 11 with the spirit of constantly exploring, learning to gradually innovate methods, applying the view of integration into teaching English To improve the quality of education subjects in particular and the quality of education in secondary schools in general, I have decided to select the topic "Helping the 11th grade students of Lam Kinh High School learn English effectively by integrating the knowledge of other subjects into English lessons" From my own practical application, I would like to contribute a small part to the process of renovating teaching methods and raise the quality of the whole department 1.2 RESEARCH PURPOSES: Over the past few years, the Ministry of Education and Training has directed many kinds of textbooks in the direction of communication for schools However, new syllabus and textbooks have higher difficulty levels, good and new topics, and more knowledge related to other cultural subjects If teachers only prepare students for grammar and vocabulary related to topics but forget the subjectivity among subjects, lessons will be dry and heavy, and students still feel tired after hours of learning foreign language From the above reasons, I am always concerned about finding out which method to help students feel interested in learning English, positive, active and know how to connect the knowledge of other subjects together to improve the quality of English lessons The initiative with the name of the topic "Helping the 11th grade students of Lam Kinh High School learn English effectively by integrating the knowledge of other subjects into English lessons" is an experience that has been drawn from the research and tested in teaching for many years, especially the school year 2020-2021 With this initiative, I would like to help students use the knowledge of subjects such as: Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English to learn English so that English lessons become richer and more attractive In addition, they use their knowledge from other subjects to broaden their vocabulary and knowledge From that, they understand that learning English is a continuous process of interaction among subjects together In fact, we find that composing lessons with the combination of the knowledge of other subjects will help teachers to approach, understand and deepen the raised problems better Thence, teachers will hold and guide students more flexibly and more excitingly Students are interested in learning, exploring the knowledge and have creative thinking From that, the knowledge is put into practice better Building on the foundation (from basic to advanced) and rigorous English thinking in secondary English Students apply the knowledge learned from subjects to solve problems that occur in reality By doing so, they build their own minds and actions Integrating in teaching will help students promote positive thinking, creative thinking and take the initiative in all problems Through the integrated knowledge of many subjects, students can express their opinions and ideas on other subjects 1.3 RESEARCH OBJECTS: - Students of Lam Kinh High School - Experienced at class 11C2, 11C3 1.4 RESEARCH METHODS: In the process of research experience, I have used some of the following methods: Observation method: the person who implements the topic of self-study and conducts the study time of colleagues Methods of discussion and discussion: After each meeting of colleagues, colleagues will be allowed to discuss experiences for each lesson The method of product research: Studying English teaching methods for secondary students carefully, especially the method of integrating interdisciplinary knowledge The method of summarizing experiences: Summarizing reasoning through documents, textbooks and English teaching practices in the grade: 11 – Lam Kinh High School 2 CONTENT 2.1 THEORETICAL BASIS: Integrative teaching is one of the important principles and a modern teaching concept to promote students’ activeness and improve the quality of education in schools In fact, we know that things and the phenomenon of the world are always attached to each other, exist in the interaction, transforming each other The change of things and phenomena can be traced back to other things So, when we perceive a problem, we need to put it in relation to other ones and phenomena in order to better and more fully understand the problem to be solved We are the sum of natural and social relationships Surviving in a society requires people to have knowledge (both nature and society) So human beings can develop comprehensively In order to have such a knowledge system, a subject cannot be made that requires the synthesis of knowledge of many subjects Incorporating interdisciplinary knowledge into a subject will help students - the newcomers of the age in general gain a richer understanding and contribute to more attractive subject We also know that the social and natural sciences are related together And the knowledge of subjects can complement and support together The application of interdisciplinary principles in teaching such as: Mathematics, Physics, Chemistry, Literature, History, Geography, Civic Education, and English help students know the relationship among the fields of life and among these subjects That helps to develop students' thinking 2.2 THE REAL SITUATION OF RESEARCH PROBLEMS Implementing integrated teaching content into teaching despite of being trained at all levels in the education system but it is not effective because of: For teachers: - Most teachers are trained under the monolingual pedagogical program and they have not equipped with theoretical teaching interdisciplinary subjects So when teaching the teacher is confused in the determination of integrative educational aims The teaching and learning orientation is integrated with students and with practical conditions of the locality There are teachers who not have much knowledge about other subjects and are not really conscious of integrating interdisciplinary and environmental education into their teaching Most of the teachers focus on providing the basics of the lesson, less emphasis on expansion, especially integrating interdisciplinary integration into their units - The duration of a limited class (only 45 minutes) should be integrated into the English classes that require a lot of teachers For students: - Students are not aware of the importance of studying subjects in a comprehensive way and still learn according to the trend of learning to deviate - Students are not active, not actively prepare for, learn, exploit the subject knowledge during lessons, not actively cooperate for the preparation of interlibrary integrated lessons Students cannot use the knowledge of related subjects as a tool to explore the new knowledge in English - Students in rural areas and in difficult families lack a lot of audio-visual equipment to learn English Thus, this affects their ability of communication and interaction - The knowledge of many lessons is quite difficult and many lessons relate to the natural and social field Therefore, students are easily bored at learning The vocabularies are stored in their memory very little and they are not enough for students to practice English 2.3 DESCRIPTION, ANALYSIS OF SOLUTIONS Intensive instruction will make the school associated with the realities of life, with the development of the community The content of teaching young students according to the themes "Nature and the environment", "Recreation", "People and places" students have the need to learn to answer questions, serve for their life and community Learning in an integrated way will help them pay more attention to the people and society around them, learning is linked to daily life is a factor for students to learn Questions are arisen from the fact that there is a need for problem solving Integrating English into other subjects during the teaching process is one of the most effective ways to excite students excitingly This method will help to build teaching-learning activities in the direction of activating students' activities And integrating them with other subjects is one of the good solutions to achieve the optimal objectives of each lesson In an integrated way, students are placed in very excitingly real-life situations where they are able to express emotions-attitudes, self-assessment and reinforce, broaden the knowledge and train to develop their skills more Students will observe, discuss, share, solve tasks according to their way of thinking and eventually seek to discover what they not know, and more opportunities to reproduce their knowledge Therefore, I have bravely applied this new method to teaching The following are some illustrative lessons that I have used the interdisciplinary integrated teaching methods when teaching English: * The 1st lesson plan of illustration: Teachers combine the knowledge of Geography and Civic education to solve problems related to the English lesson in Unit 10: Nature in danger – Part B: Speaking UNIT 10: NATURE IN DANGER – PART B: SPEAKING Allocated time: 45 minutes I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: a) English: - identify the lexical items related to the topic: pet, capture, pesticide, discouraged, discharge … - talk about the negative impacts made by people on the environment and suggest measures to protect it b) Geography: - recognize the relationship between the environment and development in developed and developing countries - know some reasons and consequences of environmental pollution and then be aware of the necessity of protecting the environment c) Civic Education: - recognize some vital problems such as environmental pollution and fatal diseases nowadays - know the duty of each citizen in carrying out policies of protecting the environment - memorize the basic content of the law about protecting the environment Skills: Integrated skills, mainly communicative Attitude: Students will know the importance of protecting our environment Focused contents: By the end of the lesson, Students will be able to talk about endangered nature and measures for protecting endangered nature Competences: - General competences: communication, teamwork, self-esteem and selfstudy - Specific competences: deal with speaking exercises: dialogue practicing, questions answering II PREPARATION Teacher: handouts and pictures Task 2: Handout A Keeping animals as pets B a should be banned Killing endangered animals for fur, skin and b should be prohibited food Planning trees Cutting down trees for wood c should be discouraged d should be encouraged 5 Hunting or capturing animals for recreation or e should be protected entertainment Using fertilizers and pesticide for cultivation f should be reduced All kinds of animal and plants g should be decreased Handout (Homework) A Recognition and Understanding: Choose the best answer Killing _ animals for fur, skin and food should be banned A danger B dangerous C endanger D endangered Zoos and national parks should be established to animals and plants A save B kill C store D threat B Low and High application You are going to take part in a writing competition in which you have to produce a paragraph on the nature in danger problem The successful writing will be published in many magazines Write a paragraph of about 100 words to describe the reasons why nature is threatened and offer solutions to deal with it Students: Make a detailed plan for what they have known and what not yet, look up new words and read reference books III PROCEDURES A Warm up Check- up: (Recognition) (3mins) (1) Objectives: Students will be able to recall pronunciation and meaning of new words (2) Activity organizational form: Individual work (3) Teaching aids: blackboard Teacher’s and students’ activities Contents - T calls students to write new words Vocabulary : prohibit, establish, on the board in minutes extinct, be in danger, destroy - Students write new words on the board in minutes - Students look and give comments - T checks with class and give marks - T leads in new activity Answer the questions (Recognition) (2mins) (1) Objectives: Students will be able to get involved to the topic (2) Activity organizational form: Individual work (3) Teaching aids: blackboard Teacher’s and students’ activities Contents - T asks students some questions Expected answer: a Tell me some national parks in a They are Bach Ma, Cuc Phuong, Cat Vietnam you know Tien, U Minh, etc b What people establish these parks b To protect animals and plants for? Why? Because nature is threatened c Why is nature in danger? c Because of people’s needs - Students answer the questions - T gives feedback and leads to the new lesson - Listen to the teacher B PRE-SPEAKING: (Recognition) (6mins) (1) Objectives: Students recognize lexical items related to the topic- Nature in danger (2) Activity organizational form: Individual work (3) Teaching aids: blackboard Teacher’s and students’ activities Contents - T writes new words on the board and uses the techniques to help Vocabulary students guess the meaning - to capture (v): bắt giam - Students pay attention, guess the - recreation (n): sự nghỉ ngơi, sự giải meaning and take notes tri - T reads aloud these words and asks - cultivation (n): sự cày cấy, trồng trọt students to repeat - encourage (v): khuyến khich - Students listen and repeat - discourage (v): can ngăn - T calls on students to read again - discharge (v): thải - Students read aloud the words if called on - T gives feedback - Students listen C WHILE-SPEAKING: (25mins) Task 1: Matching (Recognition) (12mins) (1) Objectives: Students will be able to match pictures with their activities (2) Activity organizational form: Group work (3) Teaching aids: pictures and handout Teacher’s and students’ Contents activities Integration of Geography Task 1: Handout Bài 42: Môi trường sự phát triển bền vững (Địa lý 10NXB Giáo dục) Bài 3: Một số vấn đề mang tinh toàn cầu (Địa lý 11- NXB Giáo dục) -T asks students to work in pairs then match the picture with its activity -T moves to give help -Students work in pairs to matching -T calls students to say out answers - Students listen and give comments -T gives feedback and correct answers -Students note down a killing animals for food, fur and skin b keeping animals as pets c hunting or capturing animals for recreation d burning forests e cutting down trees for wood f using fertilizers and pesticides for cultivation g discharging chemical pollutants into the environment Expected answers: 1c 2e 3d 4f 5a 6b 7g Task 2: Making sentences (Understanding and Low application) (13mins) 1) Objectives: Students will be able to make meaningful sentences with “should” and “shouldn’t” (2) Activity organizational form: Pair work (3) Teaching aids: sub-boards and handout Teacher’s and students’ Contents activities Integration of Task 2: Handout Geography and Civic A B education Keeping animals as a should be banned Bài 15: Bảo vệ mơi pets trường phịng chống thiên tai (Địa lý 12- Killing endangeredb should be animals for fur, skin and NXB Giáo dục) prohibited Bài 15: Công dân với food c should be số vấn đề cấp thiết Planning trees discouraged xã hội (Giáo dục công dân lớp 10- NXB Cutting down trees ford should be Giáo dục) wood encouraged - T asks students to work Hunting or capturing in pairs then make animals for recreation ore should be protected sentences entertainment - Students work in pairs to task in handouts Using fertilizers and f should be reduced - T moves to give help pesticide for cultivation and control class All kinds of animal andg should be - T calls students to plants decreased share answers with class Expected answers: Students present 1c 2a 3d 4f 5b 6g 7e answers in front of class - Students listen and give comments -T asks students to give meaning each sentence -T checks with class -Students listen and take notes D POST-SPEAKING: (High application) (7mins) (1) Objectives: Students will be able to solve problems in the situation using their knowledge of Civic education (2) Activity organizational form: Group work (3) Teaching aids: textbook Teacher’s and students’ activities Contents Integration of Civic education Bài 12: Chinh sách tài nguyên bảo vệ môi trường (Giáo dục công dân lớp 11NXB Giáo dục) Bài 9: Pháp luật sự phát triển bền vững đất nước (Giáo dục công dân lớp 12NXB Giáo dục) - T asks students to work in group to share Expected answer: idea - Students work in small groups to discuss + If there was a family like that, I think I would try my best to help them I and the situation The situation “If a poor family in your people’s organization would help them neighborhood often cut down trees for to be aware of the importance of forests in our lives Our lives would be wood, what would you do?” more difficult without forests - T goes around to give help - T calls students to share answers - Students present answers in front of class - Students listen and give comments - T checks and gives feedback E CONSOLIDATION AND HOMEWORK: (2mins) - T summarizes the main points of the lesson - Students learn new words - Students the exercises in the handout - Students prepare for the next lesson – Unit 10: Listening * The 2nd lesson plan of illustration: Teachers combine the knowledge of Geography and Civic education to solve problems related to the English lesson in Unit 11: Sources of energy – Part A: Reading UNIT 11: SOURCES OF ENERGY – Part A: READING Allocated time: 45 minutes I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: a) English: - identify the lexical items related to the topic: fossil fuel, alternative, geothermal heat, release, solar panel, potential… - talk about advantages and disadvantages of alternative sources of energy b) Geography: - recognize the relationship between the environment and development in developed and developing countries - know some reasons and consequences of running out of sources of energy and then be aware of the necessity of protecting the environment c) Civic Education: - recognize the necessity to protect sources of energy as well as the environment - know the duty of each citizen in using and saving sources of energy Skills: Integrated skills, mainly communicative Attitude: Students will be aware of the importance of some alternative sources of energy in our daily life Focused contents: students should know about the advantages and disadvantages of different sources of energy Competences: - General competences: communication, teamwork, self-esteem and selfstudy - Specific competences: + guessing meaning from context + skimming and scanning + summarizing 10 II PREPARATION Teacher: projectors, handouts Handout (Homework) A Recognition 1) Non-renewable energy sources are running A up B on C to D out 2) Coal and oil are non-renewable sources A engineer B energy C engineering D energetic 3) Oil, coal and natural gas are fuels made from decayed material A unleaded B smokeless C solid D fossil 4) All fossil fuels are resources that cannot be replaced after use A unlimited B renewable C available D non-renewable 5) We should develop such sources of energy as solar energy and nuclear energy A tradition B alternative C revolutionary D surprising 6) Increased consumption will lead to faster of our natural resources A exhaust B exhausting C exhaustion D exhaustive B Understanding Oil, coal and natural gas are A nuclear energy B fossil fuels C plentiful D infinite Vietnam is rich in , such as coal, apatite, bauxite, etc A natural resources B seas C land D fish 3.Some people think nuclear power is the only real A alternation B energetic C alternative D fossil fuel 4.We try to make full use of our local A ecology B potential C economics D geothermal C Low and High application In about 80 words, write a short paragraph about the most important energy in our life and give some reasons Students: Make a detailed plan for what they have known and what not yet, sub-boards and stickers III PROCEDURES A WARM UP: CLIP AND QUESTIONS (Recognition) (3mins) (1) Objectives: Students will be able to guess the content of the new lesson by answering some questions (2) Activity organizational form: individual work (3) Teaching aids: Projector Teacher’s and students’ activities Contents - T asks students to look at the pictures + How are they operated? and in turn answer the questions + What can be used to create 11 - Students look at pictures and share idea with their friends - T calls students to say out answers -T checks with class electricity? + What are safe and clean? Expected answer: + By using electricity + Water, wind, the sun, coal, oil, etc + Water, wind and the sun B PRE-READING: (10mins) Activity 1: Vocabulary (Recognition) (1) Objectives: Students will be able to recognize lexical items related to the topic (2) Activity organizational form: individual work (3) Teaching aids: projector Teacher’s and students’ activities Contents - T writes new words on the board and I Pre-reading uses the techniques to help students Vocabulary guess the meaning + fossil fuel (np): (example) - Students pay attention, guess the + alternative (a): (translation) meaning and take notes + geothermal heat (n): (translation) - T reads aloud these words and asks + Nuclear energy (np):(show the students to repeat picture) - Students listen and repeat + release (v): (synonym) - T calls on students to read again + solar panel (np): (picture) - Students read aloud the words if + potential (a): (translation) called on + Exhausted(a): (when we use a thing - T gives feedback too much, which make it exhausted) - Students listen + Plentiful (a): (a lot of, many) + Infinite (a): (never exhausted) C WHILE-READING: (22mins) Task 1: Gap-filling (Understanding) (1) Objectives: Students will be able to consolidate some new words they have learnt (2) Activity organizational form: individual work (3) Teaching aids: textbook, projector Teacher’s and students’ activities Contents - T has students read and tell the Task 1: (textbook/ page 125) requirement of task GAP-FILLING - T asks them whether they know Expected answer: how to deal with the task 12 - Students may give different released alternative answers energy limited exhausted - T recalls them the strategy to the gap-filling - T has students the task in some minutes - T asks some students for the answers - T asks for peer correction - T gives feedback - Students listen and take notes Task 2: Completing the table (Understanding and Low application) (1) Objectives: Students will be able to complete the table (2) Activity organizational form: Pair work (3) Teaching aids: projector Teacher’s and students’ activities Contents Integration of Geography and Task 2: (textbook/ page 126) Civic education Expected answer: Bài 15: Bảo vệ môi trường phòng Source Advantage Disadvanta chống thiên tai (Địa lý 12- NXB Giáo s of (s) ge(s) dục) energy Bài 15: Công dân với số vấn đề Nuclea It’s It can be cấp thiết xã hội (Giáo dục công r power unlimited very dân lớp 10- NXB Giáo dục) dangerous - T asks students to the task in Geothe It’s It is only pairs rmal available possible in - Students scan the passage again to heat few places complete the table with the Solar It is not It’s on advantages and disadvantages of each energy only possible alternative source of energy plentiful during the - T moves to give help and day time - T calls on some students to give infinite their answers but also - Students gives their answers clean and - T gives feedback safe Wind power Water power It is a There’s no clean and wind energy unlimited when there is no wind It is a It is clean and expensive 13 unlimited Task 3: Answer the questions (Low application) (1) Objectives: Students will be able to answer the questions relating to the topic (2) Activity organizational form: Pair work (3) Teaching aids: Handouts, projector Teacher’s and students’ activities Contents - T asks students to work in pair to ask Task 3: (textbook/ page 126) and answer the questions together Expected answer: - Students work in pair to share answers Most of our energy comes from fossil - T calls some pairs to play their roles fuels (oil, coal, and natural gas) in front of the class There are sources of energy, which - T corrects mistakes, gives feedback mentioned in the message: fossil fuels, nuclear, geothermal, solar, water, and wind - Students listen and take notes power In my opinion, solar energy is the most potential because it is clean, safe and not expensive, and people can get it almost everywhere on earth (There can be different answers from each question.) D POST-READING: Summary (High application) (8mins) (1) Objectives: Students will be able to complete the passage to summarize the text (2) Activity organizational form: pair work (3) Teaching aids: projector, sub-boards Teacher’s and students’ activities Contents - Students scan the passage to Expected answer: complete the passage then share with energy one their partner fuels limited -T controls the class and gives help alternative sources -T calls students to say out answers unlimited - SS present answers in front of class environment -T checks with class - Students listen and take notes E CONSOLIDATION AND HOMEWORK: (2mins) - T summarizes the main points of the lesson - Students the exercises in the handout - Students prepare the new lesson: Unit 11: SPEAKING 14 CONCLUSION 3.1 ACHIEVEMENTS: The problem of interdisciplinary integration is now a pressing issue in the education of Vietnam and in all countries around the globe As a society grows, it requires people to innovate to keep up with the trend of the times A new age requires people who are innovative, quick, confident, self-governing, social master Teaching English in the direction of integrating interdisciplinary knowledge also helps teachers to be more active in preparing lecture designs; help students learn how to use knowledge to solve a problem From that, foster students self-learning spirit, creativity; foster thinking and foster the soul It can be said that when teaching English, teachers can integrate teaching many subjects and when integrated like that, lessons will be lively and attract more students From then, students will actively learn when presenting their understanding in other areas and subjects in English class To fluently present knowledge of other subjects and knowledge from practice, they must try to learn vocabulary, grammar that can be expressed well, and so they have actively studied and leant English enthusiastically and actively In order to well implement the integrated teaching in English, it requires a lot of time and effort for teachers to teach this subject to be able to master the content related to other subjects It can be said that teaching integrated in English is essential because it brings useful results for both teachers and learners Teaching secondary students is a relatively difficult and complicated work because most of the students are not interested in English and they always think that English is very difficult Therefore, teachers need to have many tips when teaching English They need to use the radical method of "active teaching and learning”, "students-centered" It is essential that teachers should have good qualifications and study teaching methods for them It is important for teachers to form students a good learning method, passion for this subject Recognizing the role and importance of interdisciplinary integration into English teaching, I have researched documents, directions of exploitation of this problem to be most effective in the teaching process However, this is a great problem and it has been applied in several years So my problems are not necessarily breakthroughs but it partly helps me and my colleagues to have a more accurate view of the interdisciplinary integration when teaching so that our lessons become more attractive and really effective Table of students' learning results before the experience has been applied Excellent Good Medium Weak Class Total Amount Percent Amount Percent Amount Percent Amount Percent 11C2 44 11,36 14 31,82 18 40,91 15,91 15 11C3 43 9,30 15 34,89 16 37,21 18,60  The following is a learning quality chart for the second semester of the academic year 2020 - 2021 for students in the class applying the theme: Excellent Good Medium Weak Class Total Amount Percent Amount Percent Amount Percent Amount Percent 11C2 44 15,91 20 45,45 15 34,09 4,55 11C3 43 13,95 19 44,19 16 37,21 4,65 3.2 RECOMMENDATIONS: According to the approved Foreign Language Project, English teachers in general and secondary English teachers in particular always try their best to meet the set criteria I myself are always aware of my duties After applying integrated interdisciplinary method to teaching English, I also draw valuable experiences in my teaching career So, I am constantly learning, improving my professional level and I always devote my life to my career to improve my teaching capability and educational effectiveness But in reality when applying the above methods, I have also had some difficulties such as: a number of students in a class, lack of audio-visual English room, lack of teaching aids For that reason, I strongly have some recommendations as follows: a) For parents: - Regularly checking and urging students’ self-study at home - Contacting with teachers immediately if students neglect the studies or when they have difficulties in the process of learning English at home - Encouraging students to learn English through radio, television, Internet Equipping with computers, pictures in English, books and newspapers, advanced books However, they should supervise and manage their child's English learning on the Internet closely because they are easy to watch games online pages or bad websites b) For students: - Encouraging students to use the method “Group work” in their study to develop their thinking and systematic ability - Encouraging students to study in groups and establish English clubs in classes or grades to be more energetic and confident gradually - Encouraging students to always collect pictures, materials, fully equipped, and ensure students’ school supplies required by the teacher when they learn the lessons related to the integration c) For teachers: - Teachers are constantly updating the information on teaching methods for primary students, media and teaching experiences in communication channels 16 - The subject teachers are not only sure of their subject but also have to improve their knowledge of other subjects to organize and guide them to solve situations and problems in the subject quickly and effectively most - Regularly participating in training courses of Thanh hoa Education and Training Department to improve professional qualifications - Helping students to have a love, a passion for English as well as the awareness of the importance of English in modern life - Teachers must be close to students and grasp their emotional feelings timely to motivate them to overcome difficulties in learning and in their life d) For leaders: - Creating a lot of conditions for English teachers to attend training courses on new teaching methods - Strengthening the organization of competitions related to the content of innovation - Organizing some sample lessons in some difficult units for teachers in schools in the same province to learn together - Disseminating the initiative, good scientific themes so that teachers exchange and learn their experiences together Dear teachers! In the process of teaching, I myself tried to learn, studied and summarized some of the above small experiences but there are still many limitations I wish I would receive the contribution and exchanges from colleagues and specialists in order that I can impove gradually and the topic achieves the best results That will contribute to the education and training of young generations, bringing foreign languages closer to children, penetrating into life and becoming a powerful and effective communication tool In the process of researching and taking notes about real discussion surely has some shortcomings Hopefully, I will receive some ideas of contribution from my colleagues I AM SENCERELY GRATEFUL! Tho Xuan, May 2nd 2022 Writer Le Sy Thang REFERENCES http://www.teachingenglish.edu.vn 17 The Teachers’ Book and Textbook of English 11 The Textbook of Vietnamese 10, 11, 12 The Textbook of Civic Education 10, 11, 12 The Textbook of Geography 10, 11, 12 Bồi dưỡng phương pháp dạy tiếng anh - NXB GD The documents about methods of teaching on the Internet English teaching methods in Schools, PhD Nguyen Hanh Dung 18 ... "Helping the 11th grade students of Lam Kinh High School learn English effectively by integrating the knowledge of other subjects into English lessons" is an experience that has been drawn from the. .. in learning English, positive, active and know how to connect the knowledge of other subjects together to improve the quality of English lessons The initiative with the name of the topic "Helping. .. that, they understand that learning English is a continuous process of interaction among subjects together In fact, we find that composing lessons with the combination of the knowledge of other subjects