Applying the interdisciplinary knowledge to teach the section speak unit 1 english 8 for the students in grade 8 at nga tan secondary school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ PHỊNG GD&ĐT NGA SƠN SÁNG KIẾN KINH NGHIỆM TABLE OF CONTENT CONTENT PAGE THE INTERDISCIPLINARY KNOWLEDGE I.APPLYING INTRODUCTION 1 Reasons TOforTEACH choosing THE the study SECTION: SPEAK - UNIT 1 The purpose of the study ENGLISH FOR STUDENTS IN GRADE1 Scope of the study AT NGA TAN SECONDARY SCHOOL Method of the study II CONTENT Theoretical background 2 Practical background 3 The sollutions 3.1 The steps made in writing a paragraph or an essay writing 3.2 Some steps of essay writing and the methods to practise them Người thực hiện: Trịnh Thị Hà 3.2.1.Describing people Chức vụ: Giáo viên 3.2 2.Descibing places/ Buildings Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn 3.2.3.Descibing places/ Buildings SKKN thuộc môn: Tiếng Anh 3.2.4.Narratives 3.2.5.Discursive Essays The discussion 11 4.1 Results 11 4.2 The discussion 19 III.CONCLUSION 19 Limitations of the study 19 Recommendations for further research 19 Conclusion 20 IV REFERENCE V APPENDICES THANHOF HOÁ NĂM 2019 TABLE CONTENT TABLE OF CONTENT CONTENT I INTRODUCTION Reasons for choosing the study The purpose of the study Scope of the study Method of the study II CONTENT Theoretical background 2.Situation of the problem before applying the study II.2.1 General reality of the school II.2.2 To the student II.2.3 To the student II.2.4.The reality of interdisciplinary integrated teaching in English The sollutions 3.1 Principles of integration 3.2 Methods of implementation when integrating interdisciplinary knowledge in the lesson 3.2.1.The aims of the lesson 3.2.2 Overview of the layout of the lesson 3.2.3 Teaching activities and teaching process II.4 Efficiency of the study 4.1.The result The meaning of the research topic III CONCLUSION AND RECOMMENDATION 1.Conclusion Recommendations for further research IV REFERENCE V APPENDICES PAGE 1 2 2 4 5 6 6 6 19 19 19 20 20 20 I INTRODUCTION I.1 Reasons for chosing the study As we all know, today, English plays an important role in communication It is widely used around the world and considered as the common language of communication, especially in the period of the current international integration So English has an important position like other subjects in school The teaching of English is required today as increasing not only the knowledge but also the concern of every teacher to teach this course in Vietnam That is why all of the teachers of English have to try their best to find out the methods in order to help their students master the knowledge of this subject easily I am also an English teacher Through the experience I have got during my teaching, I have found out that using integrated teaching in teaching English is very effective Through many years of teaching, I have found that it is necessary to combine knowledge between the subjects to solve a problem in a subject That not only requires the subject teacher not only to master the knowledge of the subject they are teaching but also to constantly improve the knowledge of other subjects to help them solve the situations, the issues raised in the subject in the fastest, most effective way The textbook program in general, English in particular has been implemented as a program that is based on a theoretical perspective Content of the new program The Ministry of Education is planning to reform in view of practicality, focusing on basic knowledge and skills, attaching importance to practical application, integrating many aspects and many contents education The teaching process is mainly oriented for students to self-learn, self-study, selfdiscover and occupy new knowledge The renewal of such views is indispensable if we not want our education to lag behind the general trend of world education but according to UNESCO's orientation, there are pillars: "Learning to know, study to do, learn to live, learn to assert themselves ”(1) Integrated teaching is one of the educational perspectives of interest Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students In fact in schools today, the teaching in the direction of English Tieengs is less concerned, most teachers are afraid to link, integrate with the relevant content from previous lessons or lessons of another subjects In this situation, I have studied and launched the initiative: “Applying the interdisciplinary knowledge to teach the Section: Speak - unit 1- English for students in grade at Nga Tan secondary school” I hope that, teachers, students and those who are interested in the issue of professional reference, supplement and comment to improve the topic I Purposes of the study Integrated teaching: - Helps students understand connections and how to connect - Raw connections from the real world - Makes connections through a common them - Focuses the Learner on the Mastery of Objectives/Overall Goals - Models for Students the Resources Used in Research I Scope of the study The study is focused on the students of class 8C at Nga Tan secondary school I Method of the study - Methods of survey and experiment - Methods of investigation - Control method - Observation method - Methods of collecting information and statistics - Conversation method - Methods of summarizing experience - Methods of research time II CONTENT II.1 Theoretical background Currently, integrated teaching is one of the educational perspectives of interest Implementing integration in teaching will bring a lot of benefits to the formation and development of action capacity, problem solving capacity for students Integration in the most general sense is understood as the integration of different components, components in a harmonious, compatible way in a whole Integrated teaching is formed on the basis of positive notions about the learning process and the teaching process, implementing the integrated view in education will contribute to the development of general thinking and solving ability problems and make learning more meaningful for students than learning and implementing education aspects separately Things, natural and social phenomena, which not exist in a sporadic, single way, are synthesized, complete and closely related More importantly, integration is a process of thinking and awareness that is naturally evolving in people in all areas of activity when they want to work towards their effectiveness The integrated view allows people to recognize the key things and the organic relationships between elements in the system and in the process of operating in a certain field Reasonable and meaningful exploitation of these links leads both theoretical and practical activists to new innovations, avoiding duplications that waste time, finance and human resources In particular, this view leads people to develop many types of activities, creating an environment to apply what they perceive into practice, thereby impacting and changing practices Therefore, integration is a matter of human awareness and thinking, is the dominant philosophy / principle, orientation and decision of human activities The theory of integration is applied to education to become a point of view (a trend of thought) popular teaching theory in the world today Integration trends are also called inter-association trends that are being implemented on many levels and levels in the development of educational programs The program is built from an integrated perspective, primarily based on an educational perspective to develop learner capacity (Rogier, 1996) The international conference welcomes the 21st century entitled "Connecting the knowledge system in a learning world" with the participation of nearly 400 educators from 18 countries held from December th to 8th, 2000 in Manila (Philippines) One of the main issues discussed actively in this workshop is the pathways and ways to connect learner-oriented knowledge systems in the information age To meet the demand of connecting the knowledge system in a learning world, inter-branch thinking is designed right in the content, research facilities and teaching methods Thus, when faced with the need to resolve knowledge conflicts of learning situations, learners not only solve them online or interpolation but can also be solved by flexible application of interconnection capabilities The common purpose of learning is to understand the connection of all phenomena and things Integration is a way of thinking in which links are sought, so integration makes true learning happen (Clark, 2002) Thus, with the definition of learning as a way of finding relationships and connecting knowledge, Clark affirmed the indispensable integration rule of the true learning process Specifically, the exploratory penetration of students into the process of knowledge creation, meaningful learning, deep learning and deep learning are considered essential with effective teaching and learning And this discoveryexploring approach encourages students through a positive search process, which will combine rather than expand discrete knowledge (Hamston & Murdoch, 1996) Many studies applying cognitive psychology to education have affirmed: the connection between concepts has been established to ensure that each student can effectively mobilize knowledge and capabilities to solve the situation, and can face an unexpected difficulty, an unprecedented situation As a result, students have the opportunity to develop cross-cutting skills, abilities that can move What is the correct integration program? In its simplest concept, the integration program involves creating connections, relationships What types of connections? Connect through the subjects? Connect with real life? These connections are based on good knowledge / content based on skills / competencies According to Drake and Burns (2004), the definition of an integrated program has been a subject of discussion since the beginning of the 20th century For over a hundred years, theorists have come up with three basic types of integrated operations These types of integrations are identical although their names are often different Integration seems like the problem of the method and level From this perspective, Drake and Burns (2004), propose their definitions of integrated orientations that, according to them, are compatible with the definitions set by educators over the past several decades These three categories provide a starting point for understanding different integrated approaches: - Multidisciplinary Integration - Interdisciplinary Integration - Transdisciplinary Integration(2) In this intative experience I will mention interdisciplinary integration According to the interdisciplinary approaching, teachers organize learning programs around common learning content: topics, concepts and interdisciplinary / disciplined skills They connect common learning content within subjects to emphasize interdisciplinary concepts and skills Subjects are identifiable, but they are less important than a multidisciplinary integrated approach Interdisciplinary integration is also understood as an option in which many related subjects are combined into a new subject with a system of certain topics throughout many grades For example, English, Geography, History, Biology, Society, Education, Chemistry, and Civil Education are integrated into the subject "Social and environmental studies” II.2.Situation of the problem before applying the study Actual situation of teaching subjects in general, grade English in particular although the concept of integrated teaching has been applied to teaching, but the efficiency is not high Therefore most of the current students have a normal attitude, have not promoted the positive in learning Teachers in schools not really understand the meaning, the importance of interdisciplinary teaching, especially the interdisciplinary teaching in English The process of integrating interdisciplinary into the lesson still faces many confusion, so in the teaching process, it often focuses on the specific knowledge of the subject without the interest and contact with other subjects On the students' side, there is a slight psychological and subjective mentality in the subject They often think that knowledge of the subject is light, not much effective in learning, so they lack interest, even abandon the subject when they find that they have enough necessary points Therefore, when asked, exploiting deeply in the problem, they are often embarrassed or unable to answer the question II.2.1 General reality of the school Nga Tan secondary school is a school in the coastal area so condition of the school is poor Condition of teaching English at school still face up with many difficulties: No function rooms, facilities for teaching, teaching aids service are not enough II.2.2 To the student Most of the students are children of farmers so they don’t have good condition to study well My students are not keen on English They only learn because it is one of their compulsory subjects They not have chance to reach modern equipment so it is very hard for the teacher to motivate them to learn well Therefore, the result of learning English is not good II 2.3.To the teacher They have few chances to approach new methods of teaching They also invest so little time on studying for the subject They mind finding new methods of teaching to teach effectively There are lack of facilities for the teacher to make English lessons more attractive They have to teach without the help of modern equipment Therefore, English lesson is often boring The students don’t pay more attention to the lesson Consequency of this, the lesson has poor effectiveness II.2.4.The reality of interdisciplinary integrated teaching in English Conduct practical surveys In the 2018-2019 school year, conduct a quality survey for students of grade without applying interdisciplinary knowledge into the lesson The results are as follows: Class Numbe Percentage r of the student % Good % % % Excellent Average Bad s 8B 34 5,9 14,7 24 70,6 8,8 8C 35 11,4 17,1 22 62,7 8,6 *From that survey, I draw the following basic causes: Firstly, the teacher is not really enthusiastic about his teaching, but also imparts knowledge in one direction without placing students in the center, does not promote the self-study spirit of the students On the other hand, the teachers' evaluation and assessment are not really strict, many new questions are aware, understand and use at a low level without any questions relating to the subjects to solve problems The secondly, students' learning has not determined the importance of the subject When assessing the assessment, it is usually only considered to be safe to "average" Thirdly, the students’ parents are not really aware of the role and meaning of the subject Their main purpose is how their children can well in subjects such as Math, physics, Chemistry and the remaining subjects, including of English, are just enough, not good II.3 Solutions used to solve the problem II.3.1 Principles of integration - Ensure the goal: The selection and association of knowledge and skills must aim at the educational goals of the class, the lesson that the above goal is to create people capable of acting on one solid knowledge and skills foundation - Ensuring the science: The knowledge must be objective and reflect the nature of things and phenomena - There are similarities in content, methods of the subjects that are integrated so that knowledge and skills support each other, helping learners have advantages in learning and applying to life - Ensuring feasibility: Learners can acquire and apply knowledge, interdisciplinary skills, teachers have conditions to organize and guide learning - Avoid pressing and hugging: Accepting the knowledge of related subjects only plays a tool for the main content Content and activities must be structured to meet the objectives of developing learners' competencies II.3.2 Methods of implementation when integrating interdisciplinary knowledge in the lesson When integrating interdisciplinary knowledge into the lesson, the teacher should take the following steps: II.3.2.1.The aims of the lesson After the lesson, students can apply the knowledge, skills and attitudes of the subjects: English, Music, Art, Gymnastics and Literature to perform activities of listening, speaking and describing people (Unit - My friends-section: speak in spoken and written language) II.3.2.2 Overview of the layout of the lesson(3) There are four parts in this lesson: Part 1: Warm up Part 2: Pre-speaking Part 3: While- speaking Part 4: Post-speaking Part 5: Homework II.3.2.3 Teaching activities and teaching process - Teaching activities: The lesson is divided into many activities, organized in group, individual, pair work and the whole class - Lesson process: There is an attached lesson plan - Lectures are conducted on electronic lesson plans (Duration: 45 minutes) Unit 1: My friends Period 3- Lesson 2: Section: Speak (8th grade English of the Ministry of Education and Training)(4) I TARGETS OF LESSONS Knowledge: + Students understand the content of the lesson and apply knowledge into practice about: - Vocabulary section: Students will revise and learn the adjectives used in describe one person + blond (a) : (tóc) vàng hoe + fair (a) : (da) trắng + slim (a) : dáng người mảnh + straight (a) : (tóc) thắng + curly (a) : tóc xoăn + bald (a) : (đầu) hói - Grammar section: Introduce and practice grammatical structure: S +be + adj S +have/ has + adj +hair Skills: - Reflection skills in communication - Recognize bad habits that affect health and risk of disease Since then, self-regulation and formation of good habits in daily life as well as in eating and drinking Attitude: - A sense of self-awareness in health care for yourself - Adjust and abandon bad habits that are harmful to health About forming and developing capacity - Proactive, bold, confident, flexible in communication practice II TEACHING AIDS *Teacher: - Some pictures are in textbooks - Some pictures taken from online - Equipment / IT-related teaching aids: - Projector - video, clip of songs… - Collect materials on the internet, consult teachers to teach subjects: Physical Education, Music, Literature, Art, Literature to have the necessary knowledge to integrate student education through practice talking about the topic of describing people *The student: - Textbook - Group table - Markers - Mind map III POSITIVE TECHNICAL METHODS - Brainstorming - Group discussion, pair - Games: Guessing Game: Who is she? / Who is he? - Mind map - Handle situations IV TEACHING PROCESS Warm up + Integration with physical education and Music: Ask student listen to the song: Head and shoulders and act according to the lyrics of the song to not only give students a movement in the class to avoid sitting so long, but also develop listening skills and especially create an exciting atmosphere for students to study better Students act like the lyrics of the song “head shoulder” Pre- speaking *Presentation + Integration with Computer Science: The teacher instructs students to surf some Websites(5) to find out the adjectives that are used to describe the person (complete the project in two days) For example, when doing the project, they can find: The adjectives which the students may find - Ask the four groups to show the class the result of the project which they have been required by the teacher (Work in groups to find out the adjectives using to describe a person- A mind map of adjectives) Students of each group show the class the result of their project - Then the teacher teaches vocabulary: Using pictures to elicit the meaning of new words from the students - Checking: Rub out and remember *While- speaking Guessing Game: Who is she? / Who is he? - Teacher gives to students the photos of Van, Mr Lai, Miss Lien … The teacher elicits the language needed for the activities - Teacher then drills the language: “This is a girl She is short and thin She has blond hair” Students study individual photos -Teacher models the task first: T: This person is short and thin She has long blond hair Who is she? St: Is this Mary? T: Yes - Ss carry out the speaking activity as T’s model above - Some students read out their sentences: + This person is…… + He / she has……… *Post-Speaking + Integration with Music and Art: Students have the opportunity to show their thinking and association skills to draw a person they like best at the same time listen to some English song(in minutes), then using the English adjectives they have just learned to describe their favorite person they have drawn Finally they demonstrate the description in English in front the class Others listen to the description Students draw their favorite person while listening to some English songs Students demonstrate the description in English in front the class + Integration with Literature: After the lesson, The teacher asks to use literary knowledge to write a paragraph to describe their favorite person in English using descriptive adjectives and nouns that refer to build and character Hand in in two days, try to decorate their hand writing paper as beautiful as possible (home work) Teacher will ask students(one by one) to tell the class about their favorite person 10 11 12 13 ENGLISH LESSON PLAN CONNECTING MUSIC, ART AND PHYSICAL EDUCATION AND LITERATURE UNIT – SECTION: SPEAK A Objectives: Knowledge: By the end of the lesson, students can describe someone’s body, especially someone’s face by using vocabulary and model sentences more naturally and flexibly Skills: Develop speaking, listening, reading and writing for students Attitude: Encourage students to connect other subjects such as music, art literature and physical education to learn English more easily, better and more naturally B Preparations  Teacher’s: PowerPoint lesson plan, CD, laptop, projector, speakers  Students’: pictures, notebook, textbook, drafts, crayons an.d mind maps C Procedure: - Class: 8C: Total: 34 students Teacher’s activities Students’activities Warm up : - Free talk about the topic of the lesson - Answer the teacher’s question - Listen to the song: Head and shoulders SS watch the video and act and act according to the lyrics of the song individually - T plays the video Pre – speaking a Collect the mind maps of the four groups (Integration with physical education and Music) - Hand in the result of the two-day project 14 b Vocabulary - Students look at the potraits - Teacher shows portraits of some people and tell the class the word relates and elicits vocabulary from Ss to the picture + blond (a) : tóc vàng hoe (picture) + straight (a) : tóc thắng (picture) - Students repeat new words chorally and individually + slim (a): dáng người mảnh (picture) -Teacher checks the meaning of new words -Students copy down + curly (a) : tóc xoăn (picture) 15 + bald (a) : (đầu) hói (picture) + fair (a) : (da) trắng (picture) * Checking vocabulary: Rub out and remember c Introduce grammatical structure: S +be + adj S +have/ has + adj +hair While- speaking Guessing game: Who is she? / Who is he? - Teacher gives to students the photos of Van, Mr Lai, Miss Lien … -Play the game -Student pay attention to the explaination - Coppy down -Students pay attention to the pictures 16 - Ss carry out the speaking activity as T’s model above - Ss follow the example and find out the form and use by themselves S1: This person is… He/she has…………… Ss: Is this….? S1: Yes/No - Ss copy - Ss work in pairs (Integration with Literature to - The teacher elicits the language needed describe a person) for the activities -One says aloud his/her - Teacher then drills the language: “This is description a girl She is short and thin She has blond -Another guesses who is he/she? hair” - Students study individual photos - Ss work in groups of four - Teacher models the task first: students to draw the picture in a T: This person is short and thin She has few minutes (Integration with long blond hair Who is she? Music and Art) Ss: Is this Mary? T: Yes - Ask students to describe one of their classmates, another guesses who is he/she? - Teacher corrects Post-Speaking - Demonstrate the description in Ask students to draw a person they like English in front the class best at the same time listen to some (Integration with Literature ) English songs(in minutes), then using the English adjectives to describe the person they have drawn For example: 17 S1: What is his name? S2: His name is Tung ? Demonstrate the description in English in S1: How tall is he? front the class Others listen to the S1: He is 1.55 metters tall description S1: (Integration with literature and Art) -Write the require in notebook - Write aparagraph to describe a person they like best ? Teacher asks student to make questions about the description his friend has just made to make sure they paid attention or not Homework After the lesson, teacher asks students to use literary knowledge to write a paragraph to describe their favorite person in English using descriptive adjectives and nouns that refer to build and character Hand in at the next lesson, try to decorate their hand writing paper as beautiful as possible (home work) II.4 Efficiency of the study II.4.1.The result 18 In this school year, I have been teaching English class 8C In every period of teaching, I always use Interdisciplinary Integration I found that Interdisciplinary Integration has provided the students with the comfortable and effective way of learning English not only in the classroom but also at anywhere The students feel excited and they are eager to wait for English classes They can understand the lessons more deeply and more naturally They either speak English in the class or outside the school confidently Based on the results of the students’ learning, I have the results of testing of the students in class 8B which I didn’t use Interdisciplinary Integrate compares to the the results of testing of the students in class 8C which was used Interdisciplinary Integration in teaching at Nga Tan secondary school in this school year after the lesson: unit 1: Speak and the result as follows: Class Number of the students Percentage Excellent 8B 8C 34 35 10 % Good % 11,8 8,6 11 29 31,4 Avera ge 21 14 % 61,8 40,0 Bad % 5,9 II The meaning of the research topic From the reality of teaching and the learning of students, I once again affirm that "Teaching thematically integrating and using interdisciplinary knowledge into teaching English" has been effective clear, attractive, inspiring students, helping them actively take the initiative in thinking and acquiring new knowledge If teaching by the old method, students often hesitate to communicate, the environment is very small, even not available, then when implementing this project, it has created a lively learning environment, students are bold and confident in communication practice, especially their ability to use fluently However, in order to successfully implement "Subject-based teaching integrating and applying interdisciplinary knowledge into teaching English subject" requires teachers to constantly self-study, self-foster, improve their knowledge many other fields and subjects can be delivered to students in a flexible, creative and effective way I plan to continue this project in the 2018 2019 school year and the following years for my eighth grade students who are currently teaching The above is my test lesson with the help of the peer teachers Looking forward to the support and contribution of the teachers and teachers, I will improve this lesson III CONCLUSION AND RECOMMENDATION III.1.Conclusion 19 With the basis of a qualitative study, it is safe to say that the answers to the research questions are satisfactory However, the limitations of the present study should be mentioned: The time of the current study might not be long enough for conducting the research to cover all the students Here, the writer only concentrates on 35 students This also contributed to the writer’s failure to see the satisfaction in students' learning III.2 Recommendations for further research Based on limitations of this study, some suggestions for future studies are proposed Further studies can be conducted with a longer time frame with the expansion in finding more effective methods to teach English effectively for students at secondary schools For the materials, future study is suggested to be carried out with the deep and careful investigation into students’ taste of different genres In addition, it is suggested that the stakeholders especially the principal of Nga Tan secondary School should provide teachers with more opportunities to encourage all students to learn English Nga Tan, April 10th, 2019 CONFIRMATION OF THE STATEMENT OF AUTHORSHIP HEAD MASTER OF NGA TAN I hereby acknowledge that this study is SECONDARY SCHOOL mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Writer: Nguyen Van Chieu Trinh Thi Ha IV REFERENCES Journal of Education Internet source for integrated interdisciplinary knowledge English teacher books English textbook Some websites http://portfolio.educ.kent.edu// http://dethi.violet.vn// htp://infocus.edu.vn// http://goseasia.about.com// http://protas.pypt.lt// http://language123.blogspot.com// 20 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN Họ tên tác giả: Trịnh Thị Hà Chức vụ đơn vị công tác: Giáo viên Trường THCS Nga Tân T T Tên đề tài SKKN Cấp Kết Năm học đánh đánh giá đánh giá xếp loại xếp loại giá xếp (Phòng, loại 21 Sở, (A,B Tỉnh…) C) Áp dụng phương pháp vào dạy phần từ vựng cho hs lớp môn tiếng Anh trường thcs Nga Tân Áp dụng phương pháp sử dụng tranh để dạy từ vựng cho hs lớp môn tiếng Anh trường thcs Nga Tân Áp dụng phương pháp vào tiết dạy tiết đọc môn Tiếng Anh lớp trường THCS Nga Tân Sử dụng số trò chơi ngơn ngữ giúp học sinh học tốt môn Tiếng Anh trường THCS Nga Tân Củng cố ngữ pháp Tiếng Anh cho học sinh lớp thông qua tiết dạy Language focus Áp dụng kĩ thuật dạy tiếng Anh nhằm nâng cao hiệu tiết nghe hiểu cho học sinh lớp trường THCS Phát triển kỹ viết cho học sinh giỏi lớp trường THCS Nga Tân việc thực hành số dạng viết luận tiếng Anh Phòng C 2008 -2009 Phòng C 2009 – 2010 Phòng B 2010 – 2011 Phòng B 2012 - 2013 Phòng B 2013-2014 Phòng B 2014-2015 Tỉnh C 2015-2016 22 ... another subjects In this situation, I have studied and launched the initiative: Applying the interdisciplinary knowledge to teach the Section: Speak - unit 1- English for students in grade at Nga. .. importance of interdisciplinary teaching, especially the interdisciplinary teaching in English The process of integrating interdisciplinary into the lesson still faces many confusion, so in the teaching... thematically integrating and using interdisciplinary knowledge into teaching English" has been effective clear, attractive, inspiring students, helping them actively take the initiative in thinking and