THÔNG TIN TÀI LIỆU
1.Introduction 1.1 Reasons for choosing the topic Applying interdisciplinary knowledge to lessons is always emphasized during the current quality assessment of teaching hours in high schools A lesson is considered to be successful when the teacher learns how to adopt the studentcentered approach, how to apply knowledge from a variety of subjects to his/her lesson and how to relate to is the realities of student life High-school English textbooks are designed according to the topics However, many contents are not attached to the realities; and textbook knowledge is monotonous and has not highlighted lesson topics Some lessons are related to the realities, but information is outdated and no longer appropriate, causing students to become bored when studying Especially, provincial students often not have the practical environment to use knowledge they have learnt into communication Therefore, even though students have learned a lot, they will easily forget quickly and are often embarrassed when facing simply lifestyle communication situations.[1] I should think that based on the textbook topics, teachers should create contexts from real situations so that students have opportunities to use knowledge and understanding from many different subjects This will support students in developing their language and increasing their understanding and flexibility in life And through lessons, they have opportunities to deepen their knowledge of various subjects as well as their meaningful practical experiences For these reasons, I have decided to choose this topic 1.2 Research Purpose When choosing a research topic, the author has set out the following aims: - Students gain a deeper knowledge of "hot" problems currently existing in the community, including: Protection and preservation of historical and cultural relics; Environment protection; Young people and students with volunteer activities and confidence in showing their opinions in front of their teams [1] - Students understand the basic characteristics of historical places in the province and use their English to present information on such historical places, namely: location, landscape, structure and meaning They also understand material and spiritual values that our ancestors had shed their blood for our current life (Unit 16 Historical places) - With their English, students develop concrete plans for environment protection and plans for community activities such as cleaning up the environment in martyrs' cemeteries and beaches, helping the elderly and the disabled, taking part in blood donation activities, and knowing how to participate in traffic instructions, etc (Unit Volunteer work) - Students understand and apply their English to presenting the following matters: How alarming is the natural environment situation? Why is the natural environment destroyed? Which consequences people suffer from? Which skkn solutions need to be taken to save the environmental problems? etc (Unit 10 Nature in danger) - During the teaching & learning hours, positive relationships between teachers and students and ones between students and students are shown 1.3 Research Object - Students in Grades 10 and 11 (Branch A and D) - Speaking lessons in Basic English 10 and 11: + Unit 16 (English 10): Historical places + Unit (English 11): Volunteer work 1.4 Research Methodology - Studying materials: + Carefully read the content of speaking lessons in Basic English 10 and + Carefully study knowledge of Thanh Hoa historical places which students visited through the "Local History" Book - Carefully study: + Knowledge of the lessons of relevant subjects such as Geography, History, Civic Education, Biology, Chemistry and Literature + Volunteer work which students usually at the locality - Prepare and conduct lessons at the school and invite other teachers in the group for participation and the school board to attend lessons as observers - Refer to the contribution of subject teachers - Carry out a poll in students - Summarize and draw experience Contents 2.1 Theoretical background 2.1.1 Concept of integrated interdisciplinary teaching Integrated interdisciplinary teaching is a teaching method in which teaching knowledge relates to two or more subjects "Integrated" refers to teaching methods and goals while "interdisciplinary" refers to teaching contents knowledge When an “integrated” teaching method is applied, it is sure that “interdisciplinary” knowledge shall be taught and vice versa In order for interdisciplinary teaching to be done effectively, it must be done through and towards integration goals For a higher integration level, it requires relevant contents to be handled to ensure that students are able to synthesize and apply such knowledge appropriately to solving problems in their study and life.[2] 2.1.2 Advantages of integrated interdisciplinary teaching As lessons taught under the integrated interdisciplinary approach are often practical, they are lively and attractive to students, thereby affecting students' motivation and interest in learning Students are encouraged to apply integrated knowledge to solving practical problems with little effort to memorize knowledge mechanically so that students' quality and capacity are formed and developed skkn At first, teachers may feel it a little bit difficult because they have to learn more about other subjects' knowledge However, these difficulties are only considered as initial steps and they can be easily overcome for two reasons, namely: Firstly, while teaching their subjects, teachers often have to teach knowledge related to other subjects, so they will have a certain understanding of such subjects' knowledge Secondly, with the current teaching method innovation, teachers no longer work as knowledge transferors Excitement is the first factor that motivates students to be engaged in speaking activities positively That teacher’s use knowledge of many subjects into speaking situations will make lessons deeper and students feel excited to build lessons As a result, lessons will be fun, exciting and highly effective 2.2 Practical background 2.2.1 Textbook In the textbook, the units are usually designed according to the specific topics However, some topic-based speaking lessons are not appropriate or they have not stimulated students' creativity: Unit 16 Historical places: Speaking lessons talk about some famous historical places in Vietnam, including: Inner Hue, Thong Nhat Hall, etc The remaining places are strange to students and students find it difficult to find words for expression Unit Volunteer work: Speaking lessons talk about volunteer work which pupils and students take part in However, students are still imposed in Task and their creativity has yet to be promoted in Task 3.[3] 2.2.2 For students - Their social knowledge and vocabulary are limited, leading to difficulties in finding vocabulary for their presentations/talks - Exams are still grammatically heavy, so students have not actively promoted communication skills while they are mainly studying for exams - Due to the lack of communication environment, their listening and speaking skills are limited and they easily forget knowledge after each lesson 2.2.3 For teachers - Some teachers have not really shown their strong feelings of enthusiasm for their subjects; they have not spent much time in studying and innovating lessons On the contrary, they often use textbooks passively and little creatively and they have not updated social knowledge This makes many students feel bored with their speaking lessons Therefore, in order for one lesson to be taught successfully, teachers must have good creative initiative pedagogic methods and they always improve their practice methods with different forms and different types of exercises which are suitable for each lesson 2.3 Scope of application Interdisciplinary knowledge from other subjects will be applied in the following three Speaking lessons: skkn Unit 16 (English 10): Historical places Unit (English 11): Volunteer work * Unit 16 (English 10): Historical places Experience the practical activity of "visiting historical places" organized by the school Students can specify the characteristics of historical places which they have visited: Kim Lien relic, Phan Boi Chau Memorial House, Quang Trung Temple and Mai Hac De Temple, etc + How is the landscape there? + What parts does it consist of? + Which features about the commemorated person/people are? + Which lessons can you learn about after your visit? Unit (English 11): Volunteer work Based on the meaning of this lesson, students can design voluntary projects for the environment properly C CONTENTS Introduction of lesson contents and lesson plans UNIT 16: HISTORICAL PLACES Part I: Warmer (Guessing pictures): The teacher prepares four pictures of the four historical places in the province where students have visited: Kim Lien relic, Phan Boi Chau Memorial House, Quang Trung Temple and Mai Hac De Temple Teachers give some information related to the places above for students to guess: Location, characteristics, etc Purpose of the activity: Use interdisciplinary knowledge of Geography and History to lead the speaking lesson about the relics which they have learnt Part II: Pre-speaking: The teacher asks students to work in groups, find out the information related to the relics referred to above: Location of the landscapes General characteristics Purposes of building these relics Some key features of the commemorated person Purpose of the activity: Use interdisciplinary knowledge of literature, geography and history to find information about such relics Such information will be used as linguistic data for the activity described in the part: While Part III: While - speaking: Game: quick answers Activity 1: The teacher gives instructional questions, asks the students to work in pairs, asks about the relics whose information they have found (power point) For example: Where is Kim Lien relic located? What is it used for? Etc Activity 2: Groups ask each other about questions about information that other groups have found - Group 2, 3, make questions about Kim Lien Relic - Group answers - Group 2, 3, make questions about Mai Hac De Temple Group- Group skkn answers Purpose of the activity: This activity helps students memorize important information about famous historical places in the province PART IV: Post- speaking: Tourist guide competition The teacher divides the class into groups, gives each group a picture of the referred to above, and asks each group as a tour guide to prepare contents for the visitors Groups and introduce Ba Trieu Temple; Group and introduce Citadel of Ho Dynasty; Group introduces Ho Chi Minh Memorial House and Group introduces Lam Kinh historical relic The teacher should suggest ideas for students to prepare for the following contents (power point): Opening: Greeting/ introducing Content: View/ the features of historical places/ the features about the commemorated person… Closing: Feelings Purpose of the activity: Students will be excited about their roles as tour guides Students’ presentation skills will be improved In addition to the interdisciplinary knowledge of Geography, History and Literature, students also have opportunities to apply their knowledge of Civic Education to talk about pride in the nation, love and responsibility for the country.[5] LESSON PLAN: UNIT 16: HISTORICAL PLACES Lesson 2: Speaking A AIMS: - The teacher combines the knowledge of History, Geography, Literature and Civic Education during the lesson - By the end of the lesson, students will be able to: + tell about famous historical places in Thanh Hoa + arouse themselves patriotism and pride in the nation and raise their awareness of contributing to the nation *Teaching aids: pictures, PowerPoint B PROCEDURE I Warmer: Guessing pictures (5minutes) - Prepare pictures of historical places in Thanh Hoa: Ba Trieu Temple, Citadel of Ho Dynasty, Ho Chi Minh Memorial House and Lam Kinh historic relic - Show cues one by one, students guess the places - Give feed back by showing pictures Ba Trieu temple: - It is situated in Phu Dien, Trieu Loc, Hau Loc district, Thanh Hoa province - It is about 15km north of Thanh Hoa and 137km south of Hanoi skkn Citadel of Ho Dynasty - Citadel of Ho Dynasty (also called Tay Do castle or Tay Giai castle) is a citadel in Vietnam, constructed by the Ho Dynasty (1400-1407) - It was built in 1397 in the two communes of Vinh Tien and Vinh Long in Vinh Loc district, Thanh Hoa province with the supervision of the Tran dynasty's top mandarin, Ho Quy Ly [6] Ho Chi Minh Memorial House - It is situated on Le Hoan Street, Dien Bien District, Thanh Hoa city - This place preserves and displays artifacts, images and activities of President Ho Chi Minh during his visits to Thanh Hoa skkn Lam Kinh historical relic [7]- It is located in Xuan Lam Commune, Tho Xuan District, Thanh Hoa Province - It is a well-known historic relic related to the life and career of King Le Thai To, a famous king in Vietnamese history, and the uprising of the Lam Son troops in the 15th century II Pre - Speaking (Find out main features of the historical places above (12mins) (group work) Lead –in: “Have you ever visited these places?” Today let’s get to know specifically about them - Divide the class in to groups Group 1: Ba Trieu Temple Group 2: Citadel of Ho Dynasty Group 3: Ho Chi Minh Memorial House Group 4: Lam Kinh historical relic - Find out the main features of one of the above places (posters) Useful languages: (power point) Position/ view: - situated in/ - surrounded by… Main structure: consists of… Purpose of building it: to commemorate…/ to educate patriotic tradition Some features about the commemorated person/ people: sacrifice/ martyr / honored/ died / arrested/ educated - Guide students to the task - The groups hang on posters to show their results * Suggested keys Ho Chi Minh Memorial Ba Trieu Temple House Position / view: + Situated on mountains Ms + Located in Le Hoan Zhao Gai (also called street, Dien Bien District, mountain Ai), close to the Thanh Hoa province national highway 1A, of the village of Phu Dien, Hau Loc + Surrounded by a lot of local fruit trees skkn district, Thanh Hoa province, 137km from Hanoi + surrounded by some hills, mountains and picturesque scenery Main structure: Purpose building it: + Through the gate is a lotus pond, four surface rock embankment Next is the 5time forecourt, square grinding stone column edge After the forecourt is a small courtyard, the two sides described property is the correct seating and ceremony End terrace harem, built on higher ground, based on the cliffs Opposite the temple on the mountain Gai, on the other side of national highway 1A Tung mountain where the tomb Ms Zhao + After the screen is a semicircular lake, with an area of 500 m2, the entire railing and around the lake are also made from Nhoi mountain rocks Above is the Dragon yard, followed by President Ho Chi Minh Memorial Hall, with an area of 500 m2, with an architectural style that combines harmony in a style that is both traditional and modern (roof houses) of + to commemorate great contribution of Vietnam’s heroine, Trieu Thi Trinh, who raised a rebellion against Ngo invaders in the third century + to educate patriotic tradition - to commemorate Phan Boi Chau - a patriotic activist of Viet Nam - to educate tradition patriotic Features about - the King sacrificed his life - devoted all his life to his the to protect the country from country and Vietnamese commemorated the invaders Duong people person - arrested and sacrificed his life in Hue Lam Kinh historical relic Position / view: Citadel of Ho Dynasty - located at Kim village, Nam Dan - about 20 Lien - situated on the top of Dung Quyet mountain, Vinh city, Nghe An kilometers skkn westward away from Vinh - 97 meters from the sea city level - surrounded by rural areas Main structure: + consists of main relic - consists of: "Nghi Mon Tu groups Tru" designed with storeys - Sen village (the homeland and roofs, Binh Phong Tu of Ho Chi Minh's father) Tru built on the main - Chua/Hoang Tru village direction, a large bell and a (the homeland of Ho Chi drum Minh's mother) Purpose of + to commemorate the + to mark the merit of building it: greatest leader in modern Nguyen Hue hero- The cloth history of Viet Nam- The hero of homeland president Ho Chi Minh + to maintain cultural + to maintain cultural heritage of Viet Nam heritage of Viet Nam Features about the most unique + a King with glorious feat commemorated Vietnamese president Ho + a very brilliant leader person Chi Minh - The national liberation hero and the world cultural celebrity III While - speaking: Game: Quick answers (13 minutes) - Elicit to show some suggested questions ( power point) Position/ view: Where is it situated? How is the landscape there? Main structure: What parts does it consist of? Purpose of building it: What was it built for? Some features about the commemorated person/people: What you know about … ? - Have students practise making questions in pairs in each group before the game (3minutes) Instructions for the game: Three groups make questions for the rest (power point) - Group 2, 3, make questions about Kim Lien relic – Group answers - Group 1, 3, make questions about Phan Boi Chau Memorial House – Group answers - Group 1, 2, make questions about Quang Trung Temple – Group answers - Group 1, 2, make questions about King Mai Hac De Temple – Group answers - Teacher comments on information, pronunciation… IV Post - speaking: Game: Tourist guide competition (group work) (14minutes) skkn Instructions: - Divide the class into groups - Each group chooses each of the places above, introducing it to visitors as a tourist guide - Elicit what students have to mention in their speaking: (power point) Opening: Greeting/ introducing Example: hello everyone! My name is … I’d like to introduce… Content: View/ the features of historical places /the commemorated person… Closing: Feelings + proud of + grateful for + admire/ look up to …………………… * Tenses: past tenses/ simple present - Representative of each group presents in front of the whole class - Teacher and other students give comments, and choose the most interesting presentation V Homework: (1 minute) Rewrite your presentation * UNIT 4: VOLUNTEER WORK Part I: Warmer: (Describing pictures): The teacher presents some pictures of volunteer work and asks students some questions to get into the speaking lesson about the volunteer activities that they themselves have participated during the recent school year organized by the School Youth Union + Question 1: What are the people in the pictures doing? + Question 2: How they feel? + Question 3: Is the work difficult or easy? + Question 4: Do you think why they this work? Part II: Pre - speaking Activity 1: Brainstorming: Students talk about some volunteer activities that they have participated in, namely, taking care of the martyrs' tombs, cleaning up the environment, etc Purpose of this activity: Help them remind of activities they have participated in and create excitement when they are addressed to the meaningful activities which they have participated in Activity 2: Finding information The teacher divides the class into groups, asks students to find information about volunteer activities The teacher assigns each group a specific activity (power point) + Group 1: Helping the disabled + Group 2: Taking care of the martyrs' tombs + Group 3: Cleaning up the environment + Group 4: Helping people in the mountainous areas + Group 5: Helping the poor and the sick people 10 skkn The teacher provides some suggestions for students to find out main information: What kind of volunteer work:………………………………… When: ………….……………………………………………… Where: In………………………………………………….…… What activities: ……………………………………… ……… Feelings: …………………………… ……………………… Purpose of the activity: Help them remember what they have done to prepare linguistic data for the next speaking activity Apply the knowledge of civics education to talk about the meaning that volunteer work brings to them and affirm their responsibility to the community Again, they are more aware of the importance of a healthy environment for society (the knowledge of Biology) Part III: While-speaking: Making conversation Students practise in pairs, ask about volunteer work based on the suggested questions: What kind of volunteer work did you take part in? Where did you the work? What exactly did you do? How did you feel after the work? Purpose of this activity: Improve Q & A skills for students Assist students in engaging in meaningful activities that they have done for the community Part IV: Post-speaking: Making a plan for volunteer work The teacher divides the class into groups, asks them to make a volunteer work plan that they will work on next summer The teacher suggests some activities for the students to choose: humanitarian blood donation, traffic guidance, help for children in mountainous areas, etc (power point) Kind of volunteer work: The number of volunteers: The leader of the group: Time/ place: Activities: Reasons: Purpose of this activity: Students will be excited about being able to make their own volunteer plans, stimulating creativity in students This activity will increase the solidarity among students It is necessary to use the knowledge of Civic Education to talk about cultivating, striving to practise through the real environment to improve ourselves as well as human love LESSON PLAN: UNIT 4: VOLUNTEER WORK Lesson 2: Speaking A AIMS: - The teacher combines the knowledge of Geography and Civic Education, Biology during the lesson 11 skkn - By the end of the lesson, students will be able to: + Tell about some activities of volunteer work + Plan a project for volunteer work they choose and tell about their plan + Be aware of protecting the environment and taking part in social activities * Teaching aids: pictures, PowerPoint B PROCEDURE: I Warmer: Describing pictures ( minutes) - Show some pictures and ask students: + Question 1: What are the people in the pictures doing? + Question 2: How they feel? + Question 3: Is the work difficult or easy? + Question 4: Do you think why they this work? Expected answers: Question 1: P1 Some people are helping the people in the mountainous area to build houses P2 Some students are reading newspapers for the old or the disabled P3 A school boy is helping some poor children to learn P4 Some students are cleaning up the environment Lead - in: Are the people paid for their work? Have you ever taken part in volunteer work? Today we are going to talk about our volunteer work II Pre - speaking: (12 minutes) Brain storming [13] Teacher’s eliciting: Our school has organized some activities to help the community during the last year Tell me about those activities 12 skkn taking care of martyr tombs Cleaning up the environment Your volunteer work Helping the disabled growing trees Helping the sick/elderly Finding information (poster) - Students work in groups of , tell each other what volunteer work they have ever done based on the suggestions below: - Each group discusses one volunteer work - Students need to note down information on posters - Students show their posters, teacher can add more information + Group 1: Helping the disabled + Group 2: Taking care of the martyrs' tombs + Group 3: Cleaning up the environment + Group 4: Helping people in the mountainous areas + Group 5: Helping the poor and the sick What kind of volunteer work:………………………………… When: ………….……………………………………………… Where: In……………………………………………………… What activities: ………………………………… …………… Feeling………………………………………………………… - The group leader of each group writes down the activities Suggested keys: + Group 1: Helping the disabled When: During the summer holiday Where: in the centre for the disabled (the blind) in Nam Dan Nghe An What activities: - Teaching them how to some work - Playing games with them - Telling them stories - Listening to their problems and give advice - Collecting books and give them Feeling: - feel happier and more significant - a way of relaxation after hard work ………………………… III While – speaking: (13 minutes) Making conversations - Students use above information to make a conversation with the following suggested questions: (power point) What kind of volunteer work: What kind of volunteer work did you take part in? Where: Where did you the work? What activities: What exactly did you do? 13 skkn Feeling: How did you feel after the work? - Teacher makes a model conversation with students: Example: A What kind of volunteer work did you take part in? B Helping the poor and the sick A Where did you the work? B: In Xuan Lam village A: What exactly did you do? B I helped them clean up the house, cook meals and the shopping A How did you feel after the work? B We felt happy………… - Ask Ss to work in pairs to make the dialogue - Go around the class to help Ss with difficulties - Call on some pairs to act out the conservations - Give corrections in pronunciation, intonation and grammar if necessary IV Post - speaking: Group discussion: (14 minutes) Make a plan for volunteer work - Put Ss into groups of five or four - Guide students to the task by suggesting some volunteer work (power point): + Help the old, the sick, the disabled, the poor, and the people in mountainous area + Take care of the martyr family, clean up the environment, donate blood, and give directions… - Each group will choose a leader to present - Each group chooses a kind of volunteer work * Suggested information for the plan (power point): The kind of volunteer work: The number of volunteers: The leader of the group: Time/ place: Activities: Reasons: + Tense: simple present, simple future + Useful phrases: - raise fund/ money - Collect/ contribute - Limit/ decrease… - presentative of each group presents their plan - Teacher gives the feedbacks V Homework: (1 minute) - Search for information about some volunteer organizations in the world 2.4 EFFECTIVENESS OF THE TOPIC 14 skkn When lessons are taught through the interdisciplinary teaching method integrated with different subjects, teachers and students will have better access to and understanding of the issues mentioned in the textbooks Students will know how to learn lessons actively and flexibly As a result, lessons become livelier and students will be more interested in the lessons and students will also have opportunities to explore and discover more knowledge and have more creative opportunities to better apply knowledge to their real lives Based on the topics of the above said lessons as well as the integration of knowledge of many subjects: - Students will be more aware of social values that help students to think, to remind, and to know how to sequence knowledge and master lessons - Students will know how to discover lessons from a variety of sources without only depending on textbooks When students together develop their plans or projects (post), they have developed their skills in applying knowledge to practice, developed their creative potential, trained their thinking abilities; increased teamwork skills and interactive skills; formed a sense of working in group, a sense of responsibility for the school, the nation and the community Most importantly, students have been more confident in communication 2.5 WEAKNESSES OF THE TOPIC - Although the topic has brought many effects, teachers spend a lot of time on collecting images and linguistic data to prepare lessons All information should be precise - Teachers should carefully select information to put into their lessons to avoid unimportant knowledge - Students may have very good knowledge but have no enough vocabulary to express in English - To teach effectively and timely, teachers must prepare many teaching aids such as posters and markers, etc - In some cases, due to difficult conditions, extracurricular activities such as visiting historical monuments or volunteer activities, etc have not been organized for students Therefore, students not have practical knowledge to apply to lessons When conducting the research topic, the author hopes to overcome the above said difficulties to have fun and lively speaking lessons so that students can accumulate practical knowledge for later life CONCLUSION AND PETITION Speaking is a form of productive skill In order for students to want to speak well, in addition to their rich vocabulary and firmly grammatical structure, it is necessary to have a real communication environment for students to practise Therefore, to make speaking lessons more effective, training activities must be interesting, attractive and meaningful, close to the life and circumstances of students 15 skkn Applying real situations which they will experience as well as knowledge of some subjects to speaking lessons will make students more excited with learning English That languages are used in a particular way will help students to remember subjects' knowledge more deeply, help them develop creative skills and thinking skills when setting up volunteer projects and environmental protection projects And through the lesson topics, students will better understand their responsibilities for the community, society; students will know how to live together, love, share, appreciate the current life values and will be aware of what to to make life better Based on the advantages above, I myself have tried to collect pictures, study students' experiencing activities as well as other subjects' knowledge to apply them to my lessons Therefore, I hope that my colleagues also try to apply their interdisciplinary knowledge to their lessons so that their lessons will be more effective and students will be more excited with their speaking lessons Here are some classroom activities and some students' products after being finished at home: Group work – Unit 4: Volunteer work Students' products – Unit 4: Volunteer work 16 skkn Students' presentation – Unit 4: Volunteer work REFERENCES 17 skkn [1page] The material for improving teachers' knowledge (Hoang Van Van) [13 page ] The Mind map (Tony Buzan) [1page]The materials about the teaching method of integrated interdisciplinary knowledge on the Internet [3,4,5,6,7pages]Textbooks: Geography 10,Literature 11; Civic Education 10; National Defense and Security Education 10; History 10, 11 CONFIRMATION OF THE Nghi Son,May 13 th , 2022 CONFIRMATION OF AUTHOR HEAD OFFICE I swear that the research was independently conducted by myself, not copy from any other sources Hoàng Thị Thanh 18 skkn ... of integrated interdisciplinary teaching Integrated interdisciplinary teaching is a teaching method in which teaching knowledge relates to two or more subjects "Integrated" refers to teaching... Historical places: Speaking lessons talk about some famous historical places in Vietnam, including: Inner Hue, Thong Nhat Hall, etc The remaining places are strange to students and students find it difficult... King Le Thai To, a famous king in Vietnamese history, and the uprising of the Lam Son troops in the 15th century II Pre - Speaking (Find out main features of the historical places above (12mins)
Ngày đăng: 02/02/2023, 08:30
Xem thêm: