Uring the intergrated curriculum to teach unit 16 historical places english 10 with a view to rairing peoples awareness of protecting historicalplaces

THANH THANHHOA HOADEPARTMENT DEPARTMENTEDUCATION EDUCATIONAND ANDTRAINING TRAINING TRIEU TRIEUSON SON5 5HIGH HIGHSCHOOL SCHOOL EXPERIENCE INITIATIVES EXPERIENCE INITIATIVES USING THE INTEGRATED CURRICULUM TO TEACH UNIT THE INTEGRATED CURRICULUM TO A TEACH 16USING : HISTORICAL PLACES, ENGLISH 10 WITH VIEW TO UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A RAISING PEOPLE’S AWARENESS OF PROTECTING VIEW TO RAISING PEOPLE’S AWARENESS OF HISTORICAL PLACES PROTECTING HISTORICAL PLACES Author: Le Thi Phuong Author: Le Thi Phuong Position: Teacher Position: Teacher Experience initiative in the field: English Experience initiative in the field: English SCHOOL YEAR: 2017 SCHOOL YEAR: 2016 - 2017 TABLE OF CONTENTS I Introduction 1.1 Rationale 1.2 Aims and objectives of the study 1.3 The scope of the study 1.4 Methods of the study 1.5 Design of the study II Development 2.1 Theoretical background 2.1 Integrated Curriculum 2.1.2 CLIL (Content and Language Integrated Learning) 2.2 Lesson plan and Result after applying the research 2.2.1 Lesson Plan of Unit 16: Historical Places, English 10 2.2.2 Lesson plan and Result after applying the research 19 III Conclusion and suggestion 20 References I INTRODUCTION 1.1 Rationale Nowadays, along with the development of society, English has become the most popular language all over the world and it is considered as the officially international language Harmer (2001) says that although English is not the largest number of native or first language speakers, it is widely used by many people in as their second language With its essential role, English is gradually taught in high schools as a main subject in many countries In learning English in school, it is compulsory to develop skills in speaking, listening, reading and writing that will be necessary for students to participate in society and future life better I remember learning in the classroom and being taught subjects in isolation For instance, I was only taught reading comprehension in reading class or math in only mathematics class or English in English class but never in other subjects I often wondered why some math concepts weren't taught in English or some historical events weren’t taught in English since they somehow seemed to have a relationship Nowadays the integrated curriculum has been widely used at schools When I taught through an integrated curriculum, my students showed higher signs of retention at an increased rate than when an integrated curriculum was not implemented The reason for this is because they were able to more closely relate to content and make real world connections in integrated curriculum approaches Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged The fact shows that through many periods of English subject at school, teachers can introduce knowledge in some other subjects such as history, geography, literature, maths,etc…related to units in the textbook For above-mentioned reasons, I have decided to study on the integrated curriculum and apply this method to design a lesson plan of unit 16: historical places in English 10 By integrating knowledge of some other subjects such as maths, geography, history, culture, literature and civic education and life to teach unit 16, I expect that students will not only learn more about the typical features of historical places but also raise their awareness of protecting our historical places 1.2 Aims and objectives of the study This paper sets the aims and objectives as follow: - Have a general brief of integrated curriculum and CLIL (Content and Language Integrated Learning) - Bring an insight into historical places in general and Van Mieu – Quoc Tu Giam (Temple of Literature) in particular - Design a lesson plan of unit 16: Historical places in English 10, which uses the integrated curriculum and integrated subjects to introduce knowledge of history, geography,…related to Van Mieu - Quoc Tu Giam - Raise people’s awareness of protecting historical places in general and Van Mieu – Quoc Tu Giam (Temple of Literature) in particular 1.3 The scope of the study In this paper, beacause of our limited time and knowledge, I only focus on a historical place in Viet nam, Van Mieu – Quoc Tu Giam (Temple of Literature) In gerenal, I only show some typical features of this site 1.4 Method of the study I use a combination of different methods: - Collecting materials: Data are taken from various reference books and websites, which related to Van Mieu – Quoc Tu Giam (Temple of Literature) Moreover, information sources are also accessed from Internet - Analyzing and synthesizing: Data are analyzed to choose important information about Van Mieu – Quoc Tu Giam (Temple of Literature) After that, synthesize them - Consulting our supervisor and other experienced teachers 1.5 Design of the study The study consists of three parts: I Introduction Information about the rationale, aims and objectives, scope, method and design of the study are provided II Development This part includes chapters: 2.1 Theoretical background I mention the definition of the integrated curriculum and the CLIL.some benefitd of these methods are also mentinoned 2.2 Lesson plan and the result In this chapter I suggest a lesson plan of unit 16: Historical places in English 10 with an aim at showing some information about Van Mieu – Quoc Tu Giam (Temple of Literature) As a result, I hope that my students will have more knowledge about this historical place and be aware of the need of protecting it III Conclusion I conclude what I have mentioned in my study paper II DEVELOPMENT 2.1 Theoretical background In this chapter, firstly I mention the concepts of the integrated curriculum and the CLIL, which are realated to teaching a subject by integrating other subjects in classroom After that, I suggest a lesson plan of unit 16: Historical places in English 10 2.1 Integrated Curriculum An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life We can see the definition of the integrated curriculum from this picture Teachers often integrate history, geography, economics, and government in an intradisciplinary social studies program Integrated science integrates the perspectives of subdisciplines such as biology, chemistry, physics, and earth/space science Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world The program reports a positive impact on achievement for students who participate 2.1.2 CLIL (Content and Language Integrated Learning) CLIL, which stands for Content and Language Integrated Learning and , refers to teaching subjects such as science, history and geography to students through a foreign language (see the picture below) The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language" The fact shows that the themes of the units in the text book of English 10,11 and 12 have a relationship with other subjects Therefore, using units in the textbook to introduce knowledge of other subjetcs brings about many benefits for both teachers and students 2.2 Lesson plan and result after applying the research 2.2.1 Lesson Plan of Unit 16: Historical Places, English 10 I TOPIC USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING HISTORICAL PLACES II LEARNING GOALS By the end of the lesson, Ss wil be able to improve In term of knowlege - Understanding more information about Van Mieu – Quoc Tu Giam (Temple of Literature) - Its dynasty when it was built - The place where the historical place situated - The purpose of the construction - Its age - Time to complete - Architecture of the Temple of Literature - Some typical scenic features of the Temple of Literature - Knowing the knowledge of other historical places and suggesting ways to protect them Skills - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information they have read to discuss the topic - Practise working individually, in pairs and in groups - Practise observing and analysing maps - Using intergrated subjects (Mathematics, Physics, History, Geography, Civic Education and Cultural Knowledge, etc.) to explain some further information Attitudes - Having positive attitude towards the historical places in the world in general and in Vietnam in particular - Raising awareness of protecting and maitaining historical places such as Van Mieu – Quoc Tu Giam (Temple of Literature), The Imperial City of Hue - The citadel, * Knowledge from subjects used for solving the topic: - Geographical Knowledge Students use maps to find out the location of Van Mieu – Quoc Tu Giam - Historical Knowledge Students use the knowledge about the dynasties in Vietnam to know about the time when Van Mieu – Quoc Tu Giam was buit Moreover, Students can use all knowledge of history to talk about the first uniniversity of Vietnam, the purpose of building the temple of Literature and the use of the stelae carried on the backs of giant tortoises - Mathematical Knowledge Students use the knowledge of Math to covert years into centuriess - Literature Knowledge Students use literature knowledge to explain the meaning of Van Mieu, a reprentative of Confucian ways of thought and behaviour - Cutural Knowledge Students use their cultural knowledge about the Temple of Literature to explain its architecture and why it becomes national pride of Vietnamese people - Knowledge of Civic Education and Life Students have chance to improve their awareness of protecting historical places through images of current status of some historical places and know their responsibility towards this matter III LEARNERS - Students from class 10B4, Trieu Son high school - Number of students: 37 IV MEANING OF THE LESSON * For teachers: Creating an integrated curriculum means that teachers are charged with having to create challenging, fun, meaningful tasks that help students connect to information Teachers will create an interesting English period with the integration of many other subjects As a result, the English class will become more and more attractive * For learners: Students not only connect and create more real world connections in integrated classrooms, but they are also more actively engaged They have a chance to show how master they are in other subjects by presenting related knowledge of maths, geography, history, culture, literature and civic education and life As the matter of fact, Students will gain more knowledge through the unit V TEACHING DEVICES - Using projectors, pictures, images, maps, handouts, video, diagrams, etc VI ACTIVITIES AND PROCEDURES UNIT 16 : HISTORICAL PLACES SECTION A – READING (PERIOD 98) Stages/ time Teacher’s activities needed - Ask students to look at these pictures, then answer some Warm- questions What are the names of the places? up 2.Where are they located? - Show pictures of historical places from number 1,2,3,4 Students’ activities -Look at the pictures and discuss What are the names of the places? 2.Where are they located? - Answer the questions -Check student’s answers and give the feedback +Picture 1: The President Ho Chi Minh Mausoleum + Picture1:T he president Ho Chi Minh Mausoleu m, Ha Noi Sixty-nine years ago at Ba Dinh Square, on September 2, 1945, President Ho Chi Minh read the Declaration of Independence, proclaiming the birth of the Democratic Republic of Vietnam +Picture 2: The Imperial City of Hue - The citadel Famously being one of Vietnam’s seven UNESCO World Heritage Sites, it has long been a must-see attraction for tourists visiting a hidden charm of Vietnam +Picture 3: + Picture 2: The Imperial City of Hue - The citadel, Hue The pagoda is situated on Ha Khe hill, on the left bank of the Perfume River 5km from Hue city + Picture 4: +Picture 3: Thien Mu pagoda, Hue Temple of Literature (Van Mieu-Quoc Tu Giam) 2.Prereading (10mn) - Conclude that they are historical places in Vietnam +Picture 4: Van Mieu – Quoc Tu Giam (Temple of Literature), Ha noi - Show the pictures of Temple of Literature (Van Mieu – Quoc Tu Giam) Temple of Literature (Van Mieu-Quoc Tu Giam) -Look at the picture and guess the name of this place and its location - Call one student to ask “ Do you know this place and -Listen to what is its name? the teacher - Give the name of this place and its location + This is Van Mieu - Quoc Tu Giam(Temple of Literature), Hanoi, Vietnam - Lead students to the topic of reading passage It talks about Van Mieu - Quoc Tu Giam(Temple of Literature) It is one of the most famous historical places in Vietnam and it is also the first university in Vietnam * TEACHING VOCABULARY: -Ask students to look at the screen and pay attention to all the words underlined in red color in the reading passage -Look at the pictures and listen to the teacher 10 * VOCABULARY and guess the words or phrases Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi Originally built in 1070 in the Ly dynasty, Van Mieu was representative of Confucian ways of thought and behaviour Six years later, Quoc Tu Giam, the first university of Vietnam, was established on the grounds of Van Mieu Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men for the country In 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation The names, places of birth and achievements of top students in royal examination were engraved on stone stelae These stelae, carried on the backs of giant tortoises, are still standing today and they attract great interest from visitors After more than 900 years of existences, Van Mieu is an example of well-preserved traditional Vietnamese architecture The banyan trees in Van Mieu , which witnessed festivals and examinations during feudal times, continue to flourish Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamese people - Give vocabulary by asking students to look at the pictures on the projector and guess the words or phrases or give the synonym and explanation of vocabulary - Show the first word “originally” and ask students to guess the meaning with synonym word: “Firstly” - Show the second word “representative” and explain “ This is a typical person or thing in a group” And then students give its meaning - Show the third word “Confucian” and explain “Khong Tu was the pioneer thinker” And then students give its meaning - Show the fourth word “talented” and give its synonym Whi “very excellent” and then students give the meaning le- Show the fifth word “ engrave” and show the picture and read then ask Students “What is he doing?”.Then Students give ing its meaning ( 20m n) - Show the next “ stele or stelae”, show the picture and ask 11 “What is this/are they?” And then Students answer - Show the next “ tortoise”, show the picture and ask “What is this/are they?” And then Students answer - Show the next “ banyan tree”, show the picture and ask “what is this?” And then Students answer - Show the last “flourish”and give its synonym: “grow -Look at the board and listen to the teacher -Write down on the notebook and read after the teacher -Read the words or phrases 12 well” and ask students to give its meaning - Show all words or phrases, then ask students to look at the board and listen to the teacher first * VOCABULARY - Originally /ə'riʤnəli/ (adv) = Firstly Đầu tiên,trước tiên - Representative (n) /,repri'zentətiv/ Đại diện - Confucian (n) /kən'fju:∫n/ Người ủng hộ Khổng Tử, người ủng hộ nho giáo - Talented (adj) /'tæləntid/ Có tài - Engrave (v) /ɪnˈɡreɪv/ - Stele /'sti:li/ (n) Stelae - Tortoise (n) /'tɔ:təs/ Khắc, chạm, trổ (plural noun) Bia , bia Rùa - Banyan (tree ) (n) /'bæniən/ Cây đa - Flourish (v) /ˈflʌrɪʃ/ mọc sum sê, phát triển - Ask students to write down on their notebook, then read after the teacher - Call 1or students read the words again, then check pronunciation - Use Task to check vocabulary: Task 1: Choose A, B, or C that best suits the meaning of the italicised word Van Mieu was originally built in 1070 in Ly dynasty A beautifully B initially C finally It is representative of Confucian ways of thought and behaviour A typical B fond C traditional Van Mieu was a place to memorialize the most brilliant scholars of the nation A ignore B gather C honor The stone stelae were engraved with the names of the top students in royal examinations A printed B carved C washed The banyan trees in Van Mieu continue to flourish even now A slow down B fall off C grow well -Teacher asks students to read each sentence and all options and translate into Vietnamese(Give any help if necessary) Make sure that all of them understand all sentences in task - Ask them to give their answers by calling on some students to give their explanation Answers: again -Review the vocabulary with the part of vocabulary checking: Task -Give answers B B C B C - Students describe the temple of Literature based on the pictures 13 B B C B C - Show the Picture and of the architecture of Van Mieu – Quoc Tu Giam And then ask students to descbibe the structure of Van Mieu in Vietnamese or English Picture 1: Picture 2: - Listen to the video * Tructure of Temple of Literature: The Van Mieu is built in the shape of a parallelogram, modeled after the Temple to Confucius in Qu Fu, China It consists of five courtyards lined out in order, entrance to the first, via the impressive twin-tiered Van Mieu gate leads to three pathways that run through the length of the complex The centre path was reserved for the King only, the one to its left for administrative Mandarins and the one to its right for military Mandarins - Show the content of reading passage and, then ask ss to look at on the projector - Open the video of the content’s reading passage and ask them listen carefully - present the source and location of Van Mieu – Quoc Tu Giam (Temple of Literature) 14 - Give the maps of Vietnam and Hanoi and ask students to present the source and location of Van Mieu – Quoc Tu Giam (Temple of Literature) Map 1: Map 2: -Read passage again to decide the statements are T or F - Listen to the teacher ►It can be called Temple of Literature (Van Mieu - Quoc Tu Giam) It is located in Hanoi capital,northern Vietnam and situated at the centre of the city Task 2: T/F statements The construction of Van Mieu took place between 1076 and 1779 Quoc Tu Giam is considered to be the first university of Viet Nam Thousands of talented men were trained in Quoc Tu 15 Giam from the 11th to the 19th century Van Mieu has now lost most of its traditional Vietnamese architecture Festivals and examinations used to be held in Van Mieu – Quoc Tu Giam Visitors can still see some trees which have been in Van Mieu for a long time - First , Teacher asks students to explain all sentences and underline some key words in each sentence - Next, Teacher divides class into groups: A and B so that they will play a game called “Lucky Places” + Rules of the game: There have pictures of famous places on the screen Each place is a question or a lucky place Each team has a leader to choose a place If the leader calls out one of the lucky places, the team will get marks without answering question and you have the right Postreading to choose the next one Each correct answer to a question will get mark If the answer is incorrect, that team can (10 give their answer mn) Homew ork (2mn) -Give answers by playing a game Answer: F T F F T - Look at the picture and answer question about King Ly Thanh Tong Answers: The construction of Van Mieu took place between 1076 and 1779 F  it was built in 1070 Evidence: Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi Originally built in - Listen the question carefully and answer question about Van 16 1070 in the Ly dynasty, Van Mieu was representative of Confucian ways of thought and behaviour - Give the picture and ask students “ What you know about King Ly Thanh Tong?” Mieu - Give answer and give evidences in the passage - Look at the picture - Call on one students to give some integrated information and talk he knows about this King about the - Teacher gives feedback and add more information site of the ► Ly Thanh Tong( ruled 1054–1072) was not only a wise old king but also good at managing talented people and university soldiers The art of war under Ly Thanh Tong’s reign was in Van so famous that Song Dynasty was interested in learning the Mieu way he organized the army Quoc Tu Ly Thanh Tong also set many marks in the history of the Giam Vietnamese culture The king was the person who founded the Temple of Literature with statues of Zhou Gong, Confucius and 72 ancient sages, aiming at teaching the people to avoid sins and training many talents to help the country and the King - Teacher ask students to answer the question: “Why is it said that Van Mieu was representative of Confucian ways of thought and behaviour?” Answer: ►Temple of Literature is an old cultural monument of the Vietnamese people It was built in 1070 in the reign of King Ly Thanh Tong for the worship of Zhou Kung and Confucius - the two founders of Confucianism and the education of princes Quoc Tu Giam is considered to be the first university of Viet Nam T - Answer Evidence: Originally built in 1070 in the Ly dynasty, Van the Mieu was representative of Confucian ways of thought and question behaviour Six years later, Quoc Tu Giam, the first and give university of Vietnam, was established on the grounds of evidences 17 Van Mieu - Ask Students to look at the picture and answer question “Where were the old classes in Temple of Literature?” in the passage - give the way to convert years into centuries ►Vietnam's first University was founded in 1076 by king Ly Nhan Tong as a school for the crown prince, and expanded the following year to admit sons of the man in aristocracy chosen by the king It was later opened to a wider spectrum of society through an examination system that provided the theoretical possibility of social mobility based on merit Classes were held in two houses along the sides of what is now the fifth courtyard of the Van Mieu The yard also held six dormitory houses, each a row of 25 rooms, with two students to a room In addition, there was a print shop for school texts At the time, the school and temple were closely integrated Thousands of talented men were trained in Quoc Tu Giam from the 11th to the 19th century.F from the 11th to the 18th century Evidence:Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men for the country - Teacher asks one student to give the way to convert years into centuries ►Answer: One century: 100 years The 1st century : Year: 0000 to Year: 0099 The 2nd century: Year: 0100 to Year: 0199 The 3rd century: Year: 0200 to Year: 0299 18 The 19th century: Year: 1800 to Year: 1899 The 20th century: Year: 1900 to Year: 1999 The 21st century: Year: 2000 to Year: 2099  Between 1076 and 1779 = from the 11th to the 18th century - Teacher asks students to look the picture and answer a question: “what you know about the stone stelae in the Temple of Literature?” ►Answer: Van Mieu – Quoc Tu Giam currently has 82 preserved doctoral laureates’ stelae, which bear the names and places of birth of 1307 graduates from 82 royal examinations which were held from 1442 to 1779 under the Le and Mac dynasties Each stele consists of two parts: Stele and stele sole The stele includes two main parts: The stele pediment is an arch shape and has various designs and The main section is a rectangle engraved with the stele text in ancient Chinese characters The stele sole are tortoises with different designs and symbolize the longevity, immortality of the talented and virtuous people, the education and laureates’ stelae Van Mieu has now lost most of its traditional Vietnames architecture.F  It is an example of well-preserved traditional Vietnamese architecture Evidence: After more than 900 years of existences, Van Mieu is an example of well-preserved traditional Vietnamese architecture - Teacher presents some pictures of the old and present temple of literature to show that Van Mieu is wellpreserved traditional Vietnamese architecture - Ask students to compare these pictures with each other and give feedback - Listen carfully the question and give information about the stone stelae in the Temple of Literature -Answer the question and give evidences in the passage 19 Festivals and examinations used to be held in Van Mieu – Quoc Tu Giam.T Evidence: The banyan trees in Van Mieu , which witnessed festivals and examinations during feudal times, continue to flourish - Teacher asks students “What are the royal examinations?” ►Answer: Education at the Quoc Tu Giam prepared students for the royal examination The multi-stage examination process could take several months The first step, called the Thi Huong was a regional examination held triennially Those who passed then came to Hanoi with their sleeping mats, brushes, and ink stones to sit for the four-part Thi Hoi A candidate had to pass each part in sequence in order to qualify to sit for the following part The first part, called Kinh Nghia, was based directly on the Confucian classics For the second part of the examination, the Che Chieu Bieu, a candidate had to write as though he were the king, discussing matters of state The final part of the doctoral exam was the Van Sach, in which candidates were asked to comment on how to handle problems facing the country, drawing from their knowledge of the four classics and the history of previous dynasties Those who completed all four were conferred the title of doctor laureate (Tien -Answer the question and give evidences in the passage - Listen carefully the question and give information about The Royal Examinatio n -Listen the instruction of the task in handouts and the task individually - Give answers 20 si), and invited to the palace for the Thi Dinh, or palace examination Further Practice: Match events with suitable period of time and then summarize the history of Van Mieu – Quoc Tu Giam (Temple of Literature) (in handouts) Period of time Events 1070 a Quoc Tu Giam was established 1076 b The period when Quoc Tu Giam educated many talented men for the country 1076-1779 c Van Mieu was built 1482 d After those years, Van Mieu still well preserves its traditional Vietnamese architecture e Van Mieu became a place to memorialize the most brilliant scholar of the nation - Ask students to match first and then call on some of them to summarise the passage based on the historical events in the table - T gives correction and feedback c a b e d IV HOMEWORK - Ask students learn by heart the new words - Write a passage (100-120 words) about your favorite historical place in Vietnam - Prepare for part B- Speaking 2.2.2 Result after applying the research Since I applied this research for my teaching at Trieu Son high school I have got better results: Students have increasingly desired English lesson, which they have ever felt bored with before Additionally, they become more creative and active in developing their reading abilities Scecially, they have a chance to integrate some other subjects such as history in one English class As a result, they are aware of what they have to to protect the historical places in Vietnam In the year 2016-2017, I taught 10B1 I didn’t use these applications The number of students who are good at this skill is not high In the same year, when I taught 10B4 after by integrating some other subjects, I asked my 900 21 students to the same mini test about Van Mieu – Quoc Tu Giam (Temple of Literature) after the lesson It is clear that the result is far higher The result of mini test at the end of lesson 2016- 2017 (not applied the research) - Giỏi: Số lượng: Tỷ lệ: 6.25 % Class: 10B1 Number of Students: 32 - Khá: Số lượng: 10 Tỷ lệ: 31.25 % - Trung bình: Số lượng: 15 Tỷ lệ: 46.88% - Yếu: Số lượng: Tỷ lệ: 15.62 % - Kém: Số lượng: Tỷ lệ: % The result of mini test at the end of lesson 2016- 2017 (applied the research) - Giỏi: Số lượng: 14 Tỷ lệ: 37.84 % Class: 10B4 Number of Students: 37 - Khá: Số lượng: 17 Tỷ lệ: 45.95 % - Trung bình: Số lượng: Tỷ lệ: 16.22 % - Yếu: Số lượng: Tỷ lệ: % - Kém: Số lượng: Tỷ lệ: 0% III CONCLUSION AND SUGGESTION Using the integrated curriculum and the CLIL to teach is not a new method However, in Vietnam, this has just been applied for recent years.Clearly, integrating other subjects in class brings about many advantages and benefits for both teachers and students The most important meaning of this method is that it can make students or learners get information easier and in more creative and active ways It can be denied that students feel more attracted when learning English in a combination with other subjects.The result after applying for students in class 10B4 obviously show that using integrated curriculum in teaching English firmly gains high effectiveness in comparison with other traditional methodologies The most important result after this lesson is that knowing the historical values of Van Mieu – Quoc Tu Giam helps students raise their awareness of protecting this historical place I hope that this study will benefit teachers and learners in teaching and learning English Nevertheless, this study may include some mistakes and limitation This is unavoidable because of the limitation of our knowledge, time and materials for my studying I have tried my best to complete my study I have also received much enthusiastic help and encouragement from other teachers as well as my friends Therefore any comments and suggestions will be highly appreciated so that I can perfect my later study Xác nhận thủ trưởng đơn vị Thanh Hoá, ngày 31 tháng 05 năm 2017 22 CAM KẾT KHÔNG COPY Người thực Lê Thị Phương REFERENCES [1] Meeting standards through integrated curriculum, Susan M Drake and Rebecca C Burns [2] Creating Standards-Based Integrated Curriculum: The Common Core State Standards Edition3rd Edition, Susan M Drake [3] Di sản văn chương Văn Miếu Quốc Tử Giám, NXB Hà nội [4] Hỏi đáp 82 Bia tiến sĩ Văn Miếu Quốc Tử Giám Hà Nội, NXB Quân đội Nhân dân [5] Tham khảo số tài liệu mạng Internet - Nguồn: http://www.cambridgeenglish.org/images/168750-teaching-historythrough-english-a-clil-approach.pdf - Nguồn: http://www.onestopenglish.com/clil/what-is-clil/ - Nguồn: https://www.teachingenglish.org.uk/article/clil-a-lesson-framework - Nguồn: http://study.com/academy/lesson/integrated-curriculum-definitionbenefits-examples.html 23 ... education and life to teach unit 16, I expect that students will not only learn more about the typical features of historical places but also raise their awareness of protecting our historical places. .. UNIT 16 : HISTORICAL PLACES, ENGLISH 10 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING HISTORICAL PLACES II LEARNING GOALS By the end of the lesson, Ss wil be able to improve In term of. .. of the game: There have pictures of famous places on the screen Each place is a question or a lucky place Each team has a leader to choose a place If the leader calls out one of the lucky places,