EXPERIENCE TEACHING THE 28th INTERGRATED PERIOD - UNIT 4: A CLOSER LOOK 2 – ENGLISH 7 Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) EXPERIENCE TEACHING THE 28th INTERGRATED PERIOD - UNIT 4: A CLOSER LOOK 2 – ENGLISH 7 Sáng kiến tiếng anh (INITIATIVE IN TEACHING EXPERIENCE) EXPERIENCE TEACHING THE 28th INTERGRATED PERIOD - UNIT 4: A CLOSER LOOK 2 – ENGLISH 7
THANH HOA DEPARTMENT OF EDUCATION &TRAINING DONG SON OFFICE OF EDUCATION AND TRAINING INITIATIVE IN TEACHING EXPERIENCE TOPIC EXPERIENCE TEACHING THE 28th INTERGRATED PERIOD - UNIT 4: A CLOSER LOOK – ENGLISH Written by: Nguyen Thi Loan English teacher at Dong Ninh Secondary School The subject of initiative experience: English TABLE OF CONTENTS Numerical order CONTENT TABLE OF CONTENT A RATIONALE I Aims of study II Scope of study B PROBLEM SOLVING I Argumentative base of the issue II Real situation of the issue Page 5-6 III Solution 1.Integrated subjects Process of Integrated teaching 8-15 IV Test result C CONCLUSION AND RECOMMENDATIONS REFERENCE BOOKS DISTRICT – LEVEL EXPERIENCE INITIATIVES 16 17-18 19 20 A RATIONALE It is undeniable that English has become an optimal part of our life and plays an extremely important role in various fields as well English is considered as the international language in the world and the key leading to the success It is also regarded as a means to promote mutual understanding and cooperation between worldwide countries This is the reason why the number of people learns and uses English increasingly, therefore English learning needs are becoming increasingly urgent to many poeple It has become a compulsory subject in all schools from primary schools to high schools In the context of international integration, Teaching and learning English has become more and more neccessary to majority of people at different ages It is obvious that teaching and learning English is interrelated Once learning approach has been mis-executed, we probably face challenging difficulties in achieving planned goals as a result So finding out the most suitable method to help the learners gain a good command of English and great success in teaching is the desire of any English teachers Being fluent in English definitely allows us to improve our own status and position in the eyes of international friends In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important peoneers in this They play the part of the guiders for students during their English reception In the other word, students will take initiative in perceiving knowledge this means that teacher’s traditional function, known as pure teaching performance, should be taken into consideration The combination of many subjects in one lesson is a demand in integrated teaching approaches in which social or natural science subjects Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in a class Based on it, students are taught how to get information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life In the period of this topic, I have taken advantage of inter-subject knowledge acquired in order to encourage students to deal well with improving their knowledge, having a sense of preseving and promoting music and fine art background of our country Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject Therefore, the performance of the topic of study on the period 28 UNIT4: MUSIC AND ARTS - Lesson 3: A CLOSER LOOK (ENGLISH 7) is in need of inter-subject teaching involved in subjects as follows: English, Literature, civic education, music, fine art… Being a teacher in the current situation, I am well aware of greater significance of integrated teaching approaches in dealing with potential problems in each subject, facilitating students to have further understanding of every aspects of the subject involved Integrated teaching helps students bring into full play their own thinking and creativity in knowledge acquisition and application in reality In the sprit, I would like to express certain experiences in integrated teaching in the topic: “ Experience teaching the 28th integrated period – Unit 4: A Closer Look - English 7” I AIMS OF STUDY The purpose of this study is to combine techniques with content accordingly in mastering the language which the students of Dong Ninh secondary School encounter so that some effective techniques can be given to help them improve success of the lesson These are the specific aims: - investigating the students’ attitudes towards the lesson - finding out the difficulties which the students face to - suggesting techniques with the hope of helping the students study better SCOPE OF STUDY This study has 36 students with different levels who came from grade 7A at Dong Ninh secondary School in Thanh Hoa province, school year: 2018- 2019 There are both male students and female students All students have learnt English for years They really wanted to study English well and took part in this study voluntarily B PROBLEM SOLVING I ARGUMENTATIVE BASE OF THE ISSUE These days, communicating in English is essential and important every corner of the world English is conducive for a variety of different reasons, therefore learning English is a trend: We may use English when traveling or working abroad If we know English, it is easy for us to find a good job, we can trade with other countries in English around the world to bring benefits to business and economic development Knowing English helps us understand documentaries written in English such as the songs, books, movies, TV programs In the current process of national industrialization and modernization, further international integration is of greater significance What the teachers can to be effective in teaching proccess, the teachers need to learn, explore and be creative to have appropriate skills, methods to apply in their lessons In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- hows for truly great efficiency In other words, how to teach English well is an issue of much interest About all, learning English requires all learners to make ultimate selfmotivation, which drive them to be patient determining specific goals within a certain period of time What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism, or overseas learning, and so on Any successful teaching is in need of careful preparations and I think that the decisive factor is how teacher performs it in class In detail, class organization and direction drive students inspired to learn English? Do they master their knowledge? Is there a synchronized combination of lesson content- curriculum- teaching approach- class facilities or not? Once specific goals have been set and determined, best learning English approaches are probably found out The same can be said about English teachers II REAL SITUATION OF THE ISSUE Teaching and learning English at Dong Ninh Secondary School are facing a great number of issues, caused by certain things as follows: STUDENTS AND THEIR PARENTS It is true that a certain number of students and their parents are not clearly aware of English significance That is the reason why students take little interest in learning English, while their parents pay no attention to their children’s reception at school A contingent of students take no notice of their lessons due to chatting; insensitivity to teachers’ performance, as well as distraction caused by outer-social factors like online games, social networks and teenager tendencies ect Also, Students’ performance are uneven and low quality inputs, most of them can’t be able to attend high schools In addition, they fail to balance their interests in their life Many students have lost their English background, that is proven via the outcome of school year beginning placement test Students’ attitude towards preparation before class is not clearly good They frequently forget to review lessons, homework and make preparations for new classes In addition, they not have enough kinds of books and notebooks for that class Students themselves are not really hard working Students generally show signs of laziness and poor awareness of self-study Sometimes they may uncomply with teachers’ guidelines TEACHERS To have success in the lesson, the teacher makes numerous efforts with a variety of factor namedly a crowded class, students’ uneven levels, overloaded course book contents… This demands teacher’s hard preparations However actual results are not always good, teaching English outcome has failed to meet the demands up to now ENGLISH CURRICULUM In spite of the attraction in contents, the English curriculum, in fact, is much difficult to students in the countryside, it can be considered as a huge challenge to students of poor background As a neccessity, English is in close connection with other subjects in the over-all curriculum at secondary school levels, so it requires learners a certain level of background which ensures them a relatively performance at school In reality, a lot of students meet difficulty in keep up with the curriculum and eventually are left behind III SOLUTION INTEGRATED TEACHING WITH SUBJECTS In some cases, the allocation of English contents in each period is to some extent uneven Some English contents can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, teachers are forced to adjust their own teaching approaches that are much more in line with such new situation At the same time, new goals are set, as the result, one of new teaching approaches is taken into consideration in my topic, namely English-Literature- Fine Art- Civic Education integrated teaching It is as follows: *ENGLISH: Teaching vocabularies about “MUSIC AND ARTS”, introducing some model sentences and structures in the lesson to talk about the same or differences between kinds of music and things students like or not like aim to teach students to keep available music and arts of Viet Nam Giving the pictures about the music and artscters (Textbook English 7- page 41, 42) * MUSIC: Students can tell names of music,musical instruments, understanding the differences between types of music as well * CIVIC EDUCATION: Educating students not only love national music and arts but also preserve and promote them * LITERATURE: Students use their literature knowledge to introduce their classmates or schoolmates understand more about music and arts of Viet Nam Moreover, they use languages to propaganda everyone talking about them * FINE ART: Guiding students draw some pictures about musical instruments and display banners to propaganda people about the importance of them to our daily life PROCESS OF INTEGRATED TEACHING WARM-UP: Discussing and Writing: Teacher divides students into groups six and asks them to write some names of music Blue music Pop music Red music Kinds of music Rock and roll Folk music Rap Teacher asks the volunteers of each group to say their answers before the class Teacher asks others to give their opinion, then teacher shows the kinds of music on the screen and gives marks to each group PRESENTATION: * GRAMMAR - Teacher gives some examples, asks students to look at them and introduce quickly some new structures about the comparisons : + (not) as…… as This bag + the same as 500.000 Vnd This bag is as beautiful as that one That bag The price of this bag is the same as it was last year 500.000 Vnd + different from City life is quite different from life in the country City life Country life - Teacher asks students to repeat in chorus and individually - Get students to write down the structure and have some make up models PRACTICE: 1- Put as, or from in the gaps - Teacher divides students into two teams and orders students to activity (on page 41-) by playing game: Who is quicker? The music festival this year is as good it was last year The concert will be broadcast ‘live’: that means it comes on TV at the same time it is perform This camera is not as expensive I thought at first Your taste in art is quite different mine Some people say that Spiderman is as boring Spiderman My mother is always as busy a bee - Teacher slaps the board and one student from two teams goes to write a word in the correct sentences, others continue when one completes.Team finishes first that is winner Students write words in turns - Teacher gives feedback & marks for teams and asks students to check their answers: 1-as 2-as 3- from 4-as 5-as 6-as - Students check the answers and write down 2- Put one of these phrases in each gap in the passage friendly as the same as (2) as narrow as - Have students compare two pictures * Teacher gets students to work in table groups - Students sits into groups different from as quiet as * Teacher asks students to write the responses on the paper - Students work in group and write down Students exchange their responses * Teacher gives students a chance to fix each others’errors - Students look at the key given to correct 1, the same as 2, as quiet as 3, different from 4, as narrow as 5, friendly as 6, the same as * Teacher chooses the best group * Students write down in their notebook - Work in pairs Compare the two music clubs in the town: Young talent and Nightingale * Teacher organises a game : Who is better? for students to play - Teacher guides students how to play * Teacher calls students to play one two three to choose the beginner - Students in two big groups * Teacher shows out questions, students of each group have turns to choose - Each right answer is 10 points - Teacher gives points to the correct responses and find the better group * TOO AND EITHER - Teacher uses the example to present too and either too: used to express agreement with a positive statement either: used to express agreement with a negative statement – Complete the following sentences with “too” or “either” * Teacher divides students into groups - Students work in table groups to write down the answers on the paper Students work in groups * Teacher collects students’s paper to give the marks - Give the feedback on the screen, students check and write down in the notebook too either either too too - What music and arts are you interested, or not interested in? Make a list by completing the sentences below (you can use the words given or your own ideas) pop music rock and roll dance painting play the guitar going to the art gallery drawing acting * Teacher shows the slide on the screen, students look at the pictures to find suitable words to fill I’m very interested in I think is very boring What I like to most in my spare time is In my spare time, I often I never even if I have time - students go to the board and write down * Teacher gives the feedback and remarks pop music drawing rock and roll dance play the guitar 6- Work in pairs Share your list with your partner Then report to class using too/ either * Teacher sets two examples on the screen Example a A: Are you interested in pop music? B: Yes, I am I like pop music A: You are interested in pop music and I am too Pop music is as exciting as rock and roll Example b A: Are you interested in rock and roll? B: No, I am not I don’t like rock and roll A: You don’t like rock and roll and I don’t either Rock and roll is different from classical music * Teacher has students work in pairs like the example given CONSOLIDATION: 4-1 Teacher review the lesson by asking students to the following exercise * Teacher asks students to work individually and say their sentences aloud Films / not / long as/ plays 2.The photograph/ as big/ the painting 3.This picture/ different/ the picture in our room 4.This film / the same / the one we saw last week I/short/ than/ my sister 4-2 Integrated another subjects + Geography: Say the origin of types of music Suggestion: (Tuong - The South; Cheo - Ninh Binh;… ) + Music: Call names of some instruments Which has mentioned in the unit? Call names of the famous music bands in Viêt Nam Suggestion: (The Wall; Zero 9;…) + Literature: Say the role of music in our modern life Suggestion: (Relaxation, Entertainment,…) 4-3.Test for minutes DONGSON TRAINING DEPARTUREMENT ENGLISH TEST DONGNINH SECONDARY SCHOOL Allowed Time: minutes Full name: class: Mark Teacher’s Remarks * Complete the following sentences, using the words in the box I am not as good at English ……… my sister She is the best in her class My sister’s personality is very different …….….mine I don’t like the new soap opera on VTV6 now I don’t like it………… The music festival will be at the ……… time as last year Hoa is not ……….tall as Lan HOMEWORK Learn by heart grammar Prepare new lesson: Unit 6- A Closer Look IV TEST RESULT After a period of experiment teaching performance in class 7A, at Dong Ninh Secondary School, I know that the students’excitement about learning English has been improved considerably At the beginning of this year, many students felt afraid of studying English and disliked learning it Until now, students’ study pasion has been changed Most of students like learning English and lessons become more exciting with the increasing number of students participating in answering questions in lessons It is clear that students are more aware of learning English in mastering core knowledge The more they take part in the lesson, the more eager they are Also, the weak students feel no longer worried and hesitated about proving themselves In general, all the students have got engaged in all possible activities during the lesson Students are more interested in and focused on lessons Teachers’ teaching method has been more effective than ever before It is clear that getting updated information for better English communicative activities seems eaisier, students are much concious of protecting and promoting our country music background Moreover students have a chance to enhance their competence in performing English or Vietnamese text In addition, further progress has been also made and shown through making charts or pictures related to the lesson content Quality Class 7A (36) Good 9, 10 Number % 22 61% Fair 7, Number % 12 33% Medium 5, Number % 6% Poor below Number % 0 C CONCLUSION AND RECOMMENDATIONS I CONCLUSION Despite ongoing difficulties in teaching and learning English at Dong Ninh Secondary School, the experimental performance of inter- subject Literature- Fine arts- Music- Civic education integrated teaching in an English period has brought about remarkable effectiveness A great majority of students in class 7A and other ones in my school has got excited about it They have confirmed about their further confidence, better in-class performance and greater passion for learning English Although little progress has been made, anyway, we felt extremely delighted at inspiring students to learn English well Such integrated teaching approach is mostly focused on promoting students’ awareness of self-study, further practice, self-testing; practical application and improvement In reality, integrated teaching method must be performed in line with renewed over-all curriculum, and upgraded class facilities on a large scale Apart from it, integrated teaching, in one subject or inter-subject manner, must be specifically implemented in every lesson, every period in class Integrated teaching should be early taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives Factually, it is of great significance to improve any subject teaching quality, not only English Thus, the application of inter-subject integrated teaching approach are of much importance to a higher English teaching quality in our school II RECOMMENDATIONS Nowadays, Integrated teaching and learning is necessary for teachers and students to understand not only English but also other subjects deeply Thus, There are important things to both teachers and students: For the teachers: - Prepare lessons carefully, all necessary appliances and tools - Choose techniques in line with the content of lessons, poor student’s background, and poor awareness of self-improvement - Organize activities from easy to difficult level, not in reverse order - Have enough knowledge and confidence to apply their favorite teaching approaches to all lessons - Research all things related to lessons aimed at students’ quick learning, good memory and interest For the students: - Reading and preparing the lesson carefully before class - Refering all kinds of books for class service and other subjects - Complying the instructions and guidance of the teachers For the leaders: The current means and teaching aids for the English subject ear not still supplied enough, So the leaders should equip adequate equipments such as radios, tapes, pictures, projector and functional rooms so that the teachers can successfully carry out the integrated teaching English in this stage The above - mentioned opinions are my certain teaching experiences in the topic: “ Experience teaching the 28th integrated period – Unit 4: A Closer Look - English 7” I would like to receive the colleague’s construction feedback and support for a better performance in my topic I sincerely thank you! CONFIRMATION OF THE HEADMARTER Thanh Hoa March 10th, 2019 I assure this is my own initiative, I not copy the other people’s content Signature of teacher Nguyễn Thị Loan REFERENCE BOOKS Teacher’ book of English David Cross (1994): Practical handbook of language teaching Penny Ur ( 1998): A course in language teaching - Practical and Theory Cambrige university press Nguyen Hanh Dung: Methods of teaching English at Secondary education Tong Ngoc Huyen (2017): Further Practice about English Grammar of grade DISTRICT – LEVEL EXPERIENCE INITIATIVES Experience using techniques to attract students of grade in learning Eng lish (2010-2011) Experience using techniques to attract students of grade in learning Eng lish – (2013-2014) Using language games to improve speaking skill for the sixth form students – (2015-2016) ... this is my own initiative, I not copy the other people’s content Signature of teacher Nguyễn Thị Loan REFERENCE BOOKS Teacher’ book of English David Cross (1994): Practical handbook of language