Applying integrated teaching methodology to teach some english lessons for students in 12 form at le van linh upper secondary

1.INTRODUCTION 1.1.The reason for choosing the topic Implementing the resolution of the 8th Plenum of the Xth National Assembly on fundamental and comprehensive reform of educational training, our education sector is preparing to make all – round innovations in the coming years In particular, the trend of integrated teaching is being mentioned in the development of textbooks and teaching methods The problem for the education sector is: How can knowledge content become interesting and meaningful in life? How should learning be aimed at improving problem – solving skills, especially on a variety of practical issues? Do you have to teach knowledge according to each lesson, students understand and use knowledge? Answering these questions means identifying educational goal in the new age Integrated teaching is one of the teaching styles appropriate to the current objective of innovation and meeting the learning needs of the 21st century In term of teaching theory, integration is understood to be a systematic combination of different degrees, knowledge, skills in different disciplines or components of a subject that study into a unifying content, based on theoretical and practical links that are addressed in the subject matter or components of the subject Integrated teaching or thematic instruction in an approach in which teaching content is presented on a topic or topic basis Each theme is introduced in small lessons, so learners can have to understand and develop connections with what they already know and appriciate This approach integrates knowledge from a variety of disciplines and encourage learners to deepen their understanding of the subject To read materials from multiple sources, and to engage in a variety of activities The use of multiple sources of information encourage learners to participate in the preparation of lessons, materials, and positive and deeper thinking than traditional lesrning with only one source As a result, they will understand and feel more confident in learning [1] Threfore, integrated teaching is an advanced and modern teaching trend that many teachers have in practice In particular, English is a subject that can integrate the knowledge of other subjects However, in reality, most teachers have only specialized training, so knowledge of other subject areas is a relatively difficult task of each teacher Therefore, sometime teach this subject but not see the content of the problem is related to another subject and can use the knowledge of other subjects to further clarify the issue they are teaching This is the reason for teachers in general subjects and subjects in English in particular are afraid to build themes to organize integrated teaching In order for the lecture content to be more lively, the teaching styles are varied and especially the student have the opportunity to recognize the same problem but have many subjects adjusted together to help them better understand the issue and the word It provides them with the skills to solve the problems, explain phenomena in nature in life as well as in learning From above reasons, I am always anxious to find out which method can help students in my school feel excited about learning English So that the quality of study time is more effective Experience initiative entitle “Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh upper Secondary school” Experience is drawn from the research and teaching experience for many years With this initiative, I just want to help students use the kowledge of Geography, History, Biology and Physical Education… to learn English in order to make the lessons more useful and atractive, besides, students aslo use their knowledge from other subjects to broaden their vocabulary and knowledge From there, they realise that learning English is always a continuos process of interation between subjects Above thought is very important and the topic that I think carefully, and apply in my teaching and gained certain results 1.2.Aims of the study Before asking about teaching method innovation, how to improve the quality of hours? How to use the method to calculate the positive, take the initiative and creativity of the students? It is anxiety, distress, thoughts of teachers’team who are ready to dedicate all their all lives for teaching job That is why every teacher we continue to create, learn from colleagues to find out the best and the most suitable method for our students Being an English teacher I am myself always worried about my teaching and try to seek the best solution to convey knowledge for my own students in an effective way To stimulate the self-awareness and the initiative of the students in the teaching hours It is the teacher that helps students to take part in activities [2] I myself write this topic so that I can share and receive the colleagues’ answer to help me become more and more creative in my teaching and improve the quality of English subject better and better 1.3 Research object Research for methods, techniques and steps to guide students to learn the integrated approach in an effective way I have applied this topic since school year 2015- 2016 for students in grade 12 at LeVan Linh school in the process of implementing innovative educational methods 1.4.Methods of study In the studying course of my own topic, I myself carry out investigation methods, analyse from the practical requirements with the learned knowlegde to come to the conclusion for the study, such as: - Theoretical and experimental experience in present environment to build up the subject - Read and study the document from which to introduce to teaching and drawn experience - Observe the process of students’learning to help them overcome difficulties in their study - Having statistics and compare the result of the students through the tests THE CONTENT 2.1 THEORETICAL BASIS Integrated teaching is one of the most important principles in teaching This is considered a modern teaching concept so as to promote students’ activeness while improving the quality of education in schools Interdisciplinary integration of teaching is a form of exploring cross-disciplinary contents, common concepts and ideas between related subjects These parts may be in different subjects but they help one another to solve situations and phenomena in life Integration can be understood in the following ways [3] - Multidisciplinary integration - Interdisciplinary integration - Transdisciplinary integration 2.1.1 Multidisciplinary integration Multidisciplinary integration approaches focus first on subjects, related subjects have a common orientation in content and teaching method, but each has its own program Multidisciplinary integration is carried out in a way that organizes standards from subjects areas around a topic, topic or project, enabling learners to combine the knowledge of relevant subjects There are many different ways to create a multidisciplinary integration program, and they differ in the degree of integrated effort 2.1.2 Interdisciplinary integration By integrating the interdisciplinary approach, teachers organize curriculum based on common learning content: Interdisciplinary subjects, concepts, concepts and skills They connect common learning content in subjects to emphasize interdisciplinary concepts and skills Subjects can be identified, but they think less important than multidisciplinary approach Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a certain set of topics through out grades, for example, Geography, History, Biology, Social studies, Citizenship, Chemistry, Physics are integrated into the study “ Social and environmental studies” in Primary education in England, Australia, Singapore and Thailand,… 2.1.3 Transdisciplinary integration In the cross-disciplinary approach, the teacher organizes the learning program around the issues and concerns of the learners Students develop living skills when they apply subject and interdisciplinary skills to the real content of life Two paths lead to the cross-disciplinary integration: Project - based learning and negotiating the curriculum From the above, we see integrated thinking rooted in the basis of science and life First of all, we know that life is a great encyclopedia, a great collection of knowledge, experience and method Every situation happening in life is always an integrated one It’s not possible to solve a problem and tasks of theory and practice without using the combined and coordinated multidisciplinary skills of many different fields Integrating in schools will help students learn smartly and creatively Knowledge, skills and methods of comprehensive, harmoniousband and sensible amount of knowledge in solving various and new situation in modern life 2.2 THE REALITY OF THE PROBLEM BEFORE APPLYING THE EXPERIENCE INITIATIVE 2.2.1 General status Through chatting, exchanging with colleagues as well as serveying 90 students in classes 12A, 12C, I realized that the status of teaching and learning English in my school as follow: 2.2.2.Requirements for teachers Most of the school’s teachers are advanced ones, enthusiastic and creative in their work, eager to learn However some of them are still shy in method innovation, not dare to change or re-design textbooks They can not find out many different methods to refine tasks In particular, a small number of teachers also believe that forein language teaching only teach vocabularies, structures and teach students how to so that they achieve high results in the examination 2.2.3 Requirements for students 2.2.3.1 Advantages Firstly, Students are in 12 th form have acess to years of high school systerm of education, so they are not surprised or strange with the forms of examination and evaluation that the teachers set Secondly, students have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through subjects such as Literature, History, Geography Thirdly, in subjects such as Literature, History, Geography Students have learnt many subjects integrated in the lessons Therefore, when It’s necessary to combine knowledge of a particular subject into foreign language to solve a problem in the units, they will not feel surprised 2.2.3.2 Disadvantages According to the statistics from the survey early this year, most of students say that English is a difficult subject, want to study this subject well need to learn lots of vocabularies and structures and only individual learning don’t need to be integrated into any subjects Inshort, integration in teaching will help students develop thinking, creative in learning and practical application For myself, in the past few years, especially in school year 2015 – 2016, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interest to help students know the knowledge of other subsects such as History, Geography, Physical Education and Biology to study English more effectively 2.2.3.3 Detailed description of the nature and content of the solution 2.2.3.3.1 Aim of the solution Study the theoretical issues of integrated teaching and practical teaching to scientific basis for the application of integrated teaching in foreign language at Le Van Linh high school 2.2.3.3.2 Differences Teaching foreign language through the integration of background knowledge of other subjects such as History, Geography, Physical Education and Biology 2.2.3.3.3.The novelly of the solution compared to the one already implemented Provide specific integrated activities for each type of lesson The following are integrated instructional programmers taught in 12th grade at Le Van Linh high school in the 2015-2016 school year 2.3 INTEGRATED TEACHING METHODS USED TO SOLVE THE PROBLEM 2.3.1 Integrated lesson plan with Physical Education UNIT 12: WATER SPORTS Lesson 1: Reading I Objectives: Educational aim: By the end of this lesson, student will be able to: - Apply the knowledge of Physical Education to learn English, especially to comprehend the text through some types of exercises: interpreting video clip to answer questions and gap-filling - Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively 2.Knowledge: - Be updated and know the way to play a new sport – Water Polo Skills: - Develop such reading micro - skills as scanning the text & find out the specific information to complete the table about water polo with the help from teacher - Understand the text and answer all the questions in task correctly (can repeat sentences in the reading text) - Complete the table to compare between football and water polo ( places to play, numbers of players, ) II Methods: - integrated, mainly communicative III Teaching aids: - Lesson plan - Pictures, video clips about water polo - Projector IV Procedure: 1.Check sts’ attendance: 12A…………… 12C……………… Check previous lesson: New lesson: Teacher’s activites Students’ activities and lesson content *Integration of other subjects in - Applying Physical Education teaching English knowledge to guess the name of the lesson and the content of the reading passage I Warm up: I Warm up: - T shows Ss pictures of some sports and * Questions: ask Ss to tell the type of sport Look at these pictures and tell me - Lead in the topic of the lesson: WATER what type of sport it is SPORT - Lead in the new lesson: Today we are Look at these pictures and match going to learn about Water sports with the suitable sport - T shows some pictures and ask Ss to apply the knowlege of Physical education to match with the name of sport ( Water polo or Football) 2.3.2 Integrated lesson plan with History and Biology subjects Unit 14 : International Organizations Lesson - Speaking I Objectives: 1.Educational aim: Students could ask and answer about international organizations in the world Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about some international organizations - Language: asking for and giving information from a passage - New words: words related to the topic Skills: talking about international organizations and their activities in charity and volunteer work II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook,projector IV Procedure: Check sts’ attendance: 12 A 12C Check previous lesson: New lesson Teacher’s activities I.Warm-up: *Integration of other subjects teaching English Students’ activities I.Warm-up: in -Applying History knowledge and the logos to match them with the organazations they stand for - Ask students to keep book close - Ask students to look at the logos and match them with the organizations they stand for - Check in front of the class - Tell students to understand more about international organizations (We learn Unit 14, part- speaking) II.Pre-speaking : Integration of other - Keep books close subjects in teaching English - Listen to the teacher - Look at the board and try to Task Work in pairs remember name and logos of each - Ask students to read the passage and organization II.Pre-speaking : answer questions about WHO -Applying History knowledge they - provide some vocabularies have learnt to anwser the - Let them work in pairs - Call some students to speak out in front questions Task Work in pairs of the class - Listen to students and correct mistakes * Vocabulary: - objective (n) = aim = purpose mục đích - advocate (v)tán thành, ủng hộ - attainment (n) đạt - fund (n) quỹ - Look at student’s book - Listen to the teacher and answer - Expected answers 1,WHO stands for World Health Organization II.While-speaking : Task 2: Integration of other subjects in teaching English * Divided class into four groups: +Activity1:Integration of subject in teaching English History - Group and group look at the information about UNICEF to make questions and answer - Go round and help them if they need - Call them to speak in pairs in front of the class - Ask other students to give the remarks - Give the feedback 2,It was established on April 1948 3,Its major objective is the attainment by all peoples of the highest possible level of health 4,Its major activities are carrying out research on medical development and improving international health care II.While-speaking : Task 2: -Applying History and Biology knowledge they have learnt to anwser the questions about two organizations - Activity 1:Work in groups, ask and answer Expected anwsers: A :I’m searching some information about UNICEF Could you tell me some? B :Well,UNICEF stands for the United Nations International +Activity2: Integration of Biology Children’s Emergency Fund A :When was it founded: subject in teaching English B :In 1948 in New York - Group and group look at the information about WWF to make +Activity2: Group and group questions and answer look at the information about WWF to make questions and answer - Walk round and help them - Ask two students to stand up to talk again loudly in turn - Ask other students to give the remarks 10 - Listen and correct mistakes Expected anwsers: III.Post-speaking : Task 3: Work individually * Integration of other subjects in teaching English - Ask students to tell the classmates what you know about one international organization mentioned above - Walk round and help them - Ask some students to stand up and tell loudly - Listen and correct mistakes IV.Homework: - Ask students to write a passage about UNICEF or WWF (80 words) - Ask students to prepare Part C- Listening and homework A :I’m searching some information about WWF Could you tell me some? B :Well,WWF stands for the World Wildlie Fund A :When was it founded: B :In 161 in New York - Listen to the teacher III.Post-speaking : Task 3: Work individually -Applying History knowledge they have learnt to talk about UNICEF, and Biology knowledge they have learnt to talk about WWF - The students are called stand up and tell loudly The United Nations International Children’s Emergency Fund, which was founded in1948 ,is theUnited Nations funds for children Its headquarters are in New York ,USA, - Listen to the teacher IV.Homework: - Write down the homework 11 2.3.3 Integrated lesson plan with Geography subject UNIT 15: WOMEN IN SOCIETY Lesson 4: Writing : I Objectives By the end of the lesson, students will be able to: Educational aim: - Apply the knowledge of Geography to learn English, especially to analyze the chart to answer questions and the write the report - Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively Knowledge: - Write a passage to describe a chart Skills: - Develop writing skill through writing a report describing the information shown in the column chart II Method: integrated, mainly communicative III Teaching aids: - Lesson plan, Pictures Text book, Projector IV Procedure: Check sts’ attendance: 12 A 12C Check previous lesson: New lesson: Teacher’s activities I.Warm up: * Integration of other subjects in teaching English - T shows Ss pictures of some charts and ask Ss to tell the name - Lead in the topic of the lesson: Describing a chart - Lead in the new lesson: Today we are going to describe a chart Students’activities and lesson content I.Warm up: - Applying Geography knowledge to guess the name of writing task * Questions: Look at these pictures and tell me what they are 12 II Before you write: - Ask Ss to hand in their homework (Work in groups: Collect a chart comment that students have learned in Geography) - Ask Ss to look at the handout and give the outline based on the geography knowledge - Ask Ss to piont out some words II Before you write: - Hand in the homework used in describing chart * Outline Topic sentence: (tells what the chart is about, that is the time, the location and what is being described) Structure: The chart shows/ describes/ presents/ illustrates,… Supporting sentences - A sentence that sums up the general trend Structure: As can be seen from the chart, … - Sentences that describe the chart in detail Structure to describe proportion: - make up the largest/ smallest percentage/ proportion/ amount - contribute the largest/ smallest 13 percentage / proportion / amount III While and after you write: - There was a slight / sharp decrease/ (T uses private methods of foreign increase in … laguage to teach) + fell/ decreased/ increased slightly/ sharply IV Homework: - Ask students to 3.Concluding sentence (optional) prepare part language focus at home (summarises the main points or draws a relevant conclusion) III While and after you write: IV.Homework: - Do as the teacher’s requirement 2.4 THE RESULTS AND ADVANTAGES 2.4.1 The results To check the students’ attainment result of learning about the topic, after every learning period I often have students a short test ( both essay and objective test ) about the lesson content they have just learnt in class For the most accurate test results, I carry out testing in two classes,12A and 12C ( 12 C is the one integratively learnt , 12A is not integratively learnt) * The specific result: Class 12A which does not apply integrated teaching method Students’ number and ratio Class 12A Not very well % 12: 30/45 66.7 well 15/45 % 33,3 62,2 17/45 37,8 53,3 21/45 46,7 Unit Reading Unit 14: 28/45 Speaking Unit 15: 24/45 Writing Class 12C which applies integrated teaching method 14 Students’ number and ratio Class 12C Not very well % 12: 21/45 46,7 Unit Reading Unit 14: 16/45 Speaking Unit 15: 14/45 Writing well 24/45 35,6 31,1 % 53,3 29/45 31/45 64,4 68,9 From above results, it can be seen that the application of integrated teaching methodology in teaching foreign languages has achieved higher results than traditional teaching methods That motivates me to constantly strive to find out to always achieve higher results in teaching In addition, last year’s survey of 90 students serveyed at the beginning of the year gave me a surprising result If at the beginning of the year 70% of students think that learning English does not need to integrate with other subjects ,by the end of the year, 100% of students claim that integrating with other subjects into English, they find it easier to memorize vocabularies, and the lesson’s information is also closer Moreover, they all think that the teacher changes activities in textbook makes them more excited to learn This result concludes that the application of the integrated teaching methodology is appropriate, and I find that students are eager and more excited during learning hours They are no longer afraid every time to study English 2.4.2 Learned lessons : From the teaching experience I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows: - Integrated teaching lesson plan is not an outline of knowledge for teachers to lecture and communicate with students, but rather as a design of activities that are designed to enable students to perform instruction During class time to acquire knowledge, develop capacity and personality for the purpose of education and education of the subject Firstly, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of the student Secondly, the system of activities and operations corresponding to above situations are arranged by the teacher, organized in a logical way to guide the students step by step approach, occupy the lesson in a possitive and creatie way 15 - The design of integrated teaching hours must adhere to the knowledge of relevant subjects - The lesson plan must ensure that the content and the structures are unique but not constrained by a rigid framework that creates open horizons for creative exploration in student admissions as well as ensure the purpose and general requirements of the learning hour - An integrated teaching lesson plan must focus on the design of integrated situation and together with complex activities for students to combine the knowledge and skills of the different disciplines to deal with the situation in whichh students acquire not only the individual knowledge and skills of each subject, but also the knowledge and development of the integrated capacity of the subjects involved 3.CONCLUSION AND PROPOSAL 3.1 Conclusion Through teaching in classes in my school, I see the organization for students learning according to integrated method is an effective measure and the need for a teacher of English It becomes one of the decisive factors to improve the effectiveness of teaching foreign languages So I personally draw the following experience: - Being a teacher who always pays attention to students from which discovering the ability of learning their foreign language - As a role of guiding students in learning activities to avoid perfunctory form - Dynamic creation of the grouping of students in a group to ensure all students have weak students, average students and quite well ones - Need agility in the operation (activities) to save the maximum time for a lesson - From reality itself, learning theory as well as learn English colleagues, I have some experience in teaching innovation “Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh high school” I am myself unable to perform rigidly teaching steps in learned theory I want a teaching method that combines what was learned to real teaching and learning levels of students in accordance with new books 3.2 Proposal In this article there are also defects, there is not much experience, so I know my problem given limited However, from a theoretical basis, practice, teaching purposes as well as the successes and limitations in the implementation of the subject, to contribute to the teaching of English in general, particularly integrated teaching methodology to improve somewhat in the language learning process, I myself have the following practical suggestions 3.2.1 About the school 16 Since this is the environment for learning a foreign language it is imperative that a separate room exercise discipline according to the characteristics of the subject is listening skills - The electric system must be repaired to ensure the usefulness and safety of use (not just now listening to the radio power to open that other skills also required) - Can provide some patterns or pictures, side tables 3.2.2 To the colleagues Maritime cooperation now regularly attend, comments can learn from experience to improve ourselves more Feedback on how each lesson plans, exchange reference books, discuss and exchange experiences on how to teach 3.2.3.To the leaders Need to create conditions for teachers have the opportunity to interact and learn from experience learning through seminars It should be of interest to the foreign language teachers more for peace of mind in the course of teaching Confirmation of the principal Tho Xuan, 20th March, 2017 I ensure that this topic was written by me Hoàng Thị Nguyên 3.13.2*****mmm*** fffFrom thr22 Lesson Lessons learned From the teachingexperience I have drawn some experience in knowledge for teachers to lecture and transmit to students, but rather a design of activities that Perform during class time to acquire knowledge, develop competence and personality for the purpose of education and education of the subject First, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of the student 17 Secondly, the system of activities and operations corresponding to the above situations are arranged by the teacher, organized in a logical way to guide students step by step approaching, occupying the lesson in a positive and creative way ↑ The design of integrated teaching hours must adhere to the knowledge of relevant subjects ↑ The project must ensure that the content and structure are unique but not constrained by a rigid pattern that creates open horizons for creative exploration in student acceptance scenarios ↑ The basis for ensuring the purpose and general requirements of the school An integrated teaching project must focus on the design of integrated situations and, accordingly, complex activities for students to combine the knowledge and skills of the different disciplines to deal with The situation in which stu Lesson Lessons learned From the teaching experience I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows: At present integrated instruction is not an outline of knowledge for teachers to lecture and transmit to students, but rather a design of activities that Perform during class time to acquire knowledge, develop competence and personality for the purpose of education and education of the subject First, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of the student Secondly, the system of activities and operations corresponding to the above situations are arranged by the teacher, organized in a logical way to guide students step by step approaching, occupying the lesson in a positive and creative way ↑ The design of integrated teaching hours must adhere to the knowledge of relevant subjects ↑ The project must ensure that the content and structure are unique but not constrained by a rigid pattern that creates open horizons for creative exploration in student acceptance scenarios ↑ The basis for ensuring the purpose and general requirements of the school An integrated teaching project must focus on the design of integrated 18 situations and, accordingly, complex activities for students to combine the knowledge and skills of the different disciplines to deal with The situation in which students acquire not only the individual knowledge and skills of each subject, but also the knowledge and development of the integrated capacity of the subjects involved ↑ dents acquire not only the individual knowledge and skills of each subject, but also the knowledge and development of the integrated capacity of the subjects involved ↑ during class time to acquire knowledge, develop competence and personality for the purpose of education and education of the subject First, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of the student Secondly, the system of activities and operations corresponding to the above situations are arranged by the teacher, organized in a logical way to guide students step by step approaching, occupying the lesson in a positive and creative way ↑ The design of integrated teaching hours must adhere to the knowledge of relevant subjects ↑ The project must ensure that the content and structure are unique but not constrained by a rigid pattern that creates open horizons for creative exploration in student acceptance scenarios ↑ The basis for ensuring the purpose and general requirements of the school An integrated teaching project must focus on the desi2 Lesson Lessons learned From the teaching experience I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows: At present integrated instruction is not an outline of knowledge for teachers to lecture and transmit to students, but rather a design of activities that Perform during class time to acquire knowledge, develop competence and personality for the purpose of education and education of the subject First, the system of teaching situations is set out from the objective content of the unit, in accordance with the nature and level of acceptance of the student 19 Secondly, the system of activities and operations corresponding to the above situationoccupycomplex activities disciplines to deal with The situation in 20 ... learn English colleagues, I have some experience in teaching innovation Applying integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh high school”... of integrated teaching and practical teaching to scientific basis for the application of integrated teaching in foreign language at Le Van Linh high school 2.2.3.3.2 Differences Teaching foreign... integrated teaching methodology to teach some English lessons for students in 12 form at Le Van Linh upper Secondary school” Experience is drawn from the research and teaching experience for many