EDUCATING STUDENTS KEEP READING THE FOLK TALES OF VIET NAM THROUGH INTERGRATED TEACHING PERIOD 43 “ UNIT 6 a CLOSER LOOK 1 – ENGLISH 8”

A INTRODUCTION I THE REASON: The world is changing faster and faster in the early 21 st century in our everyday life For this reason, the Vietnamese people have to be ware of improving the knowledge and social skills in order to change a developing country into a developed country in the fastest way and we can afford our modern life As you know, English is an international language It is spoken in many corners in the world It is not only the first language of many countries but also the compulsory subject in the schools in all countries in the world So, it is becoming more and more important in modern life In addition, communication is the key to our modern life and it makes the world a small village.A good command of English and great success gained in putting English in action definitely enable you to improve your own status and position in the eye of international friends In order to know how to use modern technology and inventions of the world is very important Therefore, English is the key of the economic policy of each country.For the businessmen circle, English is regarded as the tactic for every potential achievement However, it is the fact that once learning approach has been mix-executed, we probably face bigger challenges in achieving planned goals as a result As a rule, teaching and learning English are interrelated In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers They play the role as the guider for students during their English acquisition In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in class In the period of this initiative experience, I have made most use of inter-subject knowledge acquired in order to enable students to well deal with improving their knowledge about folk tales, help them to keep the habit of reading Vietnamese folk tales Therefore, the performance of the topic of study on the Period 43 UNIT6: FOLK TALES - Lesson 2: CLOSER LOOK (ENGLISH 8) is in need of inter-subject teaching involved in subjects as follows: * Biology: Educating students not only keep effectively wild animals but also understand the importance of them (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9) * Literature: Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam Moreover, They use languages to propaganda everyone reading them * Fine arts: Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them Being a teacher in the current situation, I am well aware of greater significance of integrated teaching approaches in dealing with potential problems in each subject, facilitating students to have further understanding of every aspects of the subject involved Integrated teaching helps students bring into full play their own thinking and creativity in knowledge acquisition and application in reality In the sprit I would like to express certain experiences in integrated teaching in the topic: “ Educating students keep reading the folk tales of Viet Nam through integrated teaching period 43 th – Unit 6: A Closer Look -English 8” II THE PURPOSE With this aspect of studying how to Educating students keep reading the folk tales of Viet Nam through integrated teaching period, I’d like to share my little experience innovation with you that will help students to not only know more about the language, but also widen their knowledge about folk tales of our country III OBJECT AND SCOPE OF THE STUDYING OBJECT OF STUDY Objective of study includes twenty-eight students of class 8A at Dong Minh Secondary School, Dong Son District, Thanh Hoa Province SCOPE OF STUDY School year: 2018- 2019 IV RESEARCH METHOD Reading and learning about English materials related to teaching English Investigating, surveying the learning situation of English students From then, applying that methods to produce the most objective results B CONTENT I THEORETICAL BACKGROUND In the current process of national industrialization and modernization, further international integration is of greater significance In the spirit, our State and Party have reaffirmed the policy “Education is National Top Priority”, English has been paid more and more attention and listed in the compulsory educational curriculum In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- haws for truly great effectiveness, In other words, how to learn English well is an issue of much interest About all, Learning English requires all learners to make ultimate selfmotivation, which drive them to be patient determining specific goals within a certain period of time What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism, or overseas learning, and so on Once specific goals have been set and determined, best learning English approaches are probably found out The same can be said about English teachers Thus, integrated teaching should be soon taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives II PRACTICAL BACKGROUND Teaching and learning English at Dong Minh Secondary School are facing a great number of issues, caused by certain things as follows: STUDENTS AND THEIR PARENTS A certain number of students and their parents are not clearly aware of English significance As the result, students take little interest in learning English, while their parents pay no attention to their children’s performance at school A contingent of students take no notice of their lessons due to chatting; inattention in teachers’ performance, as well as distraction caused by outersocial factors like online games, social networks and teenager tendencies etc Also, students generally show signs of laziness and poor awareness of selfstudy They frequently forget to review lessons, homework and make preparations for new classes In addition, they fail to balance their interests in their life Many students have lost their English background, that is proven via the outcome of school year beginning placement test TEACHERS Regardless of numerous efforts made during their lessons, namely diversified teaching approaches aimed at further students mobilization, eventual result are to some extent limited Teachers fall to apply their favorite teaching approaches to all lessons It is partly because of overloaded course book content, over-sized classes, poor student background, and poor awareness of self-improvement As the result, teaching English outcome has failed to meet the demands up to now ENGLISH CURRICULUM In spite of its further attraction in content, the English curriculum, in fact, is much more difficult, therefore, acts as a huge challenge to students of poor background Apart from it, English is in close connection with other subjects in the over-all curriculum at secondary school level Thus, it requires learners a certain level of background which ensures them a relatively performance at school In reality, a lot of students fail to keep face with the curriculum and eventually are left behind III THE SOLUTION INTEGRATED TEACHING WITH SUBJECTS In some cases, the allocation of English content in each period is to some extent uneven Some English content can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, teachers are forced and raven to adjust their own teaching approaches that are much more in line with such new situation At the same time, new goals are set, as the result, one of new teaching approaches is taken into consideration in my topic, namely English- Biology- literature- Fine Art- Civic Education integrated teaching It is as follows: *ENGLISH: Teaching vocabularies about “FOLK TALES”, Introducing some model sentences and structures in the lesson and things students should or shouldn’t to keep available folk tales of Viet Nam Giving the pictures about the folk tales and good and bad characters (Textbook English 8- page 60) * BIOLOGY: Educating students not only keep effectively wild animals but also understand the importance of them (Periods: 60, 61, 62, 63, 64 – Chapter- the environment – Biology class 9) * LITERATURE: Students use their literature knowledge to propaganda their classmates or school-mates understand more about folk tales of Viet Nam Moreover, They use languages to propaganda everyone reading them * FINE ART: Guiding students draw some pictures about characters in folk tales and decorate banners to propaganda people about the importance of them PROCESS OF INTEGRATED TEACHING WARM-UP: Brainstorming: Teacher divide students into six groups and asks them to write some folk tales "Hoang Tu Coc” “Qua bau tien” “Cay tre tram dot” Folk tales “So Dua” “Thanh Giong” “Son Tinh Thuy Tinh” Students work in group and write some folk tales Teacher asks the volunteer of each group to say their answers before the class Teacher asks others to give their opinion, then teacher ticks the folk tales and gives marks to each group PRESENTATION: *VOCABULARY - Teacher gives some pictures, asks students to look at them and introduce quickly some new words about the FOLK TALES : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked - Teacher asks students to repeat in chorus and individual * CHECKING UP VOCABULARY: -Teacher divides students into two teams and orders students to activity (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands A woodcutter E.fairy B.emperor F.princess C.Buddha G.giant D.knight H.witch Teacher choose four students in each team to stick words in the correct pictures, Team finishes first that is winner * Teacher gives feedback & marks for teams and asks students to check their answers 1-G 2-C 3- E 4-B 5-H 6-A 7-D 8-F - Students check the answers and write down Students play game: Quick eyes quick hands PRACTICE: 2- Match the creatures with the pictures.(page 60 - text book -English 8) A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle 3… 4… 7… 8… *Teacher divides students into six groups - Students sits into six groups *Teacher asks students to match the characters with the pictures (on page 60) - Students work in group and match the characters with the pictures Teacher guides students to activity (page 60) * Teacher asks the volunteer to give the answer - Students give the answers * Teacher give feedback and asks students to check their answers 1-G 2-F 3- A 4-E 5-B 6-C 7-H 8-D - Students check the answers and write down 3a The adjectives in the box are often used to describe characters in folk tales Put them into the correct columns.( page 60 - text book ) cheerful generous evil cruel cunning fierce brave kind mean wicked greedy intelligent positive negative ……………………………………… ……………………….…………… ……………………………………… …………………………………… * Teacher asks students to work in pair and write the adjectives in the correct column - Students work in pair and write the adjectives in the correct column *Teacher calls students to write their answers on the board - Students write their answers on the board * Teacher give feedback and asks students to check their answers Positive: cheerful, brave, generous, kind, intelligent Negative: cruel, cunning, mean, evil, greedy, wicked, fierce - Students check the answers and write down Listen and repeat the sentences ( page 60 - text book) Paying attention to intonation What a colourful hat she is wearing! What a time we’re had today! What beautiful eyes she has! What a nice day it is! What good news it is! *Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences REMEMBER: We use falling intonation for exclamatory centences Practice these sentences Then listen and repeat ( page 60 - text book) What a beautiful princess she is! What brave knights they are! What a big nose the wolf has! What a fierce ogre it is! 5.What a handsome prince he is ! *Teacher plays the cassette and the tape; asks students to pay attention to intonation of exclamatory sentences *Teacher asks students to repeat CONSOLIDATION: 4-1 Teacher review the lesson by asking students to activity 3b (page 60) 3b Now use these adjectives to describe some characters in one of your favorite folk tales Example: There’s a wolf in a little Red Riding Hood He’s cunning and wicked * Teacher asks students to work individual and write their answer on the board Suggestion: There is a fairy in Tam Cam She is kind and helpful Tam’s stepmother is very cruel 4-2 Integrated another subjects + Geography and Biology: Say the names of animals? Suggestion:( deer, crocodile, whale, elephant, turtle, zebra horse, lion, leopard) + Music: Sing some songs Which has mentioned the animals ? (Students sing a song which mentions animals For example the song “Cham nhu rua”(slow as the turtle)) + Literature: Say the characters in folk tale : “Con Rong Chau Tien”? Suggestion: (Lac Long Quan is a talent and brave King He educated his fifty sons to catch fish and protect our sea of Viet Nam Au Co is a hard-working woman She and her sons and people grow vegetables, raise the cattle… ) 4-3.TEST FOR MINUTES: DONG SON EDUCATION ANDTRAINING DEPARTUREMENT ENGLISH TEST Allowed Time: minutes DONG MINH SECONDARY SCHOOL Full name: class: Mark Teacher’s Remarks TITLE AND TASK Match the characters of the pictures and adjectives to describe them knight lion princess witch giant woodcutter cruel brave kind hard-working fat fierce 4……………………………………… HOMEWORK Learn by heart vocabulary: : woodcutter, emperor, knight, giant, with, hare, ogre, eagle, greedy, evil, cunning, wicked, fierce Prepare new lesson: Unit 6- A Closer Look 10 IV TEACHING PROCESS: STEPS CONTENT TEACHER’S ACTIVITIES INTERA -CTION * Asks students to work in Work in groups write folk tales GroupWarm-up Discussing and writing: write The volunteer of each group to work some folk tales groups to write folk tales (5.m) *Teacher asks the volunteer of say their answers before the “Qua bau tien” “Hoang tu Coc” each group to say their answers class “Qua bau tien”, “Hoang Tu before the class Coc”,”Con Rong Chau *Teacher asks others to give folk tales Tien”,”Thanh Giong, “So Dua”, Individual their opinion, then sticks the “Thach Sanh” correct folk tales and gives “So Dua” “Thanh Giong” marks to each group Presentation Vocabulary Teacher gives some pictures, Students look at the pictures and - woodcutter (n) ( picture ) Whole(10.m) asks students to look at them say the names of them - emperor (n) ( picture ) Examples: class and introduce quickly some new - knight (n) ( picture ) words about the FOLK TALES : - giant (n) ( picture ) - witch (n) ( picture ) woodcutter, emperor, knight, giant fairy - hare (n) ( picture ) Individua giant, with, hare, ogre, eagle, woodcutter, emperor, knight, - ogre (n) ( picture ) l with, hare, ogre, eagle, greedy, greedy, cunning, wicked - eagle (n) ( picture ) Individua cunning, wicked - fairy (n) ( picture ) l - generous (adj) (translation) Teacher translate some new Students listen to and write - greedy (adj)(simple sentence) words: greedy, generous, evil down: greedy, generous, evil, - mean (adj) (simple sentence) mean, cunning, wicked, fierce mean, cunning, wicked, fierce - evil (adj) (translation) 11 STUDENT’S ACTIVITIES - cunning - wicked - fierce (adj) (translation) Check up vocabulary A.woodcutter B.emperor C.Buddha D.knight E.fairy F.princess G.giant H.witch Practice (20.m) Wholeclass Students divide into two teams and orders students to activity (on page 60- match the characters with the pictures) by playing game: Quick eyes quick Group hands 1.G 2.C 3.E 4.B 5.H 6.A 7.D 8.F A.dragon B.wolf C.hare D.fox E.tortoise F.lion G.ogre H.eagle Repeat in chorus and individual 2- Match the creatures with the pictures Teacher asks students to repeat in chorus and individual * Teacher divides students into two teams and orders students to activity (on page 60- match the characters with the pictures) by playing game: Quick eyes quick hands Teacher asks students to give their answer, then correct it 3… 7… 4… 8… 3a Put the adjectives into the *Teacher divides students into six groups *Teacher asks students to match the characters with the pictures (on page 60) * Teacher asks the volunteer to give the answer *Students sits into six groups Work in group & match the characters with the pictures (on page 60) *Give the answer 1-G 2-F 3- A 4-E 5-B 6-C 7-H 8-D *Check the answers ans write * Teacher give feedback and down asks students to check their answers *Students sits into six groups, 12 group Individual Pairs correct column cheerful generous evil cruel cunning fierce brave kind mean wicked greedy intelligent positive negative …………… ………… …………… ………… …………… …………… 4Listen and repeat the sentences Paying attention to intonation 1.What a colourful hat she is wearing? 2.What a time we’re had today! 3.What beautiful eyes she has! What a nice day it is! What good news it is! Practice these sentences Then listen and repeat 1.What a beautiful princess she is! Consolid-ation (8.m) 2.What brave knights they are! 3.What a big nose the wolf has! 4.What a fierce ogre it is! 5.What a handsome prince he is Activity 3b Now use these adjectives to describe some characters in one of your favorite folk tales Example: There’s a wolf in a *Teacher divides students into six groups and asks students to put the adjectives in the correct column * Teacher asks the volunteer to give the answer * Teacher give feedback and asks students to check their answers *Teacher plays the cassette and asks students to listen to pay attention to intonation about Exclamatory sentence *Teacher asks students to repeat them * Teacher corrects the intonation if necessary *Teacher plays the cassette and asks students to practice Exclamatory sentences * Teacher corrects the intonation (if necessary) * Teacher asks students to work individual, use the adjectives to describe some characters in one of their favorite folk tales *Teacher asks students to write 13 and put the adjectives in the correct column Positive: cheerful, brave, generous, kind, intelligent Negative: cruel, cunning, mean, evil, greedy, wicked, fierce *Students to listen to pay attention to intonation about Exclamatory sentences (page 60) Students to repeat them *Listen and practice Exclamatory sentences Remember: Intonation in exclamatory sentences We use falling intonation for exclamatory sentences group Individual Wholeclass Wholeclass Wholeclass * Students work activity 3b individual use the adjectives to Individual describe some characters in one of their favorite folk tales *Students to write their answer little Red Riding Hood He’s cunning and wicked Suggestion: There is a fairy in Tam Cam She is kind and helpful but Tam’s stepmother is very cruel Integrated another subjects a Say the names of animals in Oceania? their answer on the board on the board *Teacher correct students’ mistakes if necessary Correct the mistakes if necessary * Answer the questions *Ask students to work in pair a deer, crocodile, whale, and answer elephant, turtle, zebra horse, lion, leopard *Teacher calls some students to b.(Students sing a song which say before the class mentions animals) c Lac Long Quan is talent and b Sing some songs Which has brave mentioned the animals ? Au Co is a hard-working woman Individual Wholeclass Pair Pair c Say the characters in folk tale : “Con Rong Chau Tien”? Homework Learn by heart vocabulary: *Ask students to write down Prepare new lesson: Unit 6- A homework and prepare new (2.m) Closer Look lesson Draw some pictures about the characters in folk tales 14 Write down homework prepare new lesson and Wholeclass IV TEST RESULT Following a period of experiment teaching performance in class 8A, at Dong Minh Secondary School, I realize that all of students have got much more excited about learning English They are more eager to take part in the lesson Also, the weaker feel no longer worried and hesitated about proving themselves generally, all the students have got engaged in all possible exercises during the lesson Via the period, students are well aware of learning English significance in mastering core knowledge, getting updated information for better English communicative activities, as well as conserving our tradition through the folk tales, also improving competence in performing English or Vietnamese text In addition, further progress has been also made via making charts or pictures related to the lesson content Quality Class 8A (28) Good 9, 10 Number % 18 64% Fair 7, Number % 32% Medium 5, Number % 3% Poor below Number % 0 C CONCLUSION AND RECOMMENDATIONS I CONCLUSION Despite ongoing difficulties in teaching and learning English at Dong Minh Secondary School, the experimental performance of inter- subjects: Literature- Fine arts- Biology- Geography- Civic education integrated teaching in an English period has shown remarkable signs A great majority of students in class 8A and other ones in school has got excited about it They have confirmed about their further confidence, better in-class performance and greater passion for learning English Although little progress has been made, anyway, we felt extremely delighted at inspiring students to learn English well Such integrated teaching approach is mostly focused on promoting students’ awareness of selfstudy, further practice, self-testing; practical application and improvement In reality, integrated teaching method must be performed in line with renewed over-all curriculum, and upgraded class facilities on a large scale Apart from it, 15 integrated teaching, in one subject or inter-subject manner, must be specifically implemented in every lesson, every period in class Any successful teaching is in need of detailed preparations However, the decisive factor is how teacher performs it in class In detail, class organization and direction drive students inspired to learn English? Do they master their knowledge? Is there a synchronized combination of lesson content- curriculum- teaching approachclass facilities or not? in fact, it is of great significance to improve any subject teaching quality, not only English Thus, the application of inter-subject integrated teaching approach are of much importance to a higher English teaching quality in our school II RECOMMENDATIONS Nowadays, Integrated teaching and learning are necessary for teachers and students to understand not only English but also other subjects deeply , Thus, There are important things to both teachers and students: For the teachers: - Having a deep understanding about the lesson - Referring many kinds of books, documents and other subjects - Being responsible, enthusiastic for students - Preparing the means and appliances of teaching carefully For the students: - Preparing the lesson carefully before class - Reading all kinds of books for class service and other subjects - Obeying the instructions and guidance of the teachers For the leaders: The current means and teaching aids for the English subject ear not still supplied enough, So the leaders should equip adequate equipment such as radios, tapes, pictures, projector and functional rooms so that the teachers can successfully carry out the integrated teaching English in this stage The above- mentioned is my certain teaching experiences in the initiative: “Educating students keep reading the folk tales of Viet Nam through integrated teaching period 43th – Unit 6: A Closer Look -English 8” I would like to receive the colleague’s feedback and support for a better performance in my initiative I sincerely thank you 16 CONFIRMATION OF THE HEADMARTER Thanh Hoa March 12th, 2019 I assure that this research is written by myself I not copy from the others’ research Signature of teacher Pham Thi Hoa CONFIRMATION OF THE HEAD OF EDUCATION AND TRAINING DEPARTURE Chu Quang Phuc 17 ... my certain teaching experiences in the initiative: ? ?Educating students keep reading the folk tales of Viet Nam through integrated teaching period 43th – Unit 6: A Closer Look -English 8” I would... integrated teaching period 43 th – Unit 6: A Closer Look -English 8” II THE PURPOSE With this aspect of studying how to Educating students keep reading the folk tales of Viet Nam through integrated... students should or shouldn’t to keep available folk tales of Viet Nam Giving the pictures about the folk tales and good and bad characters (Textbook English 8- page 60 ) * BIOLOGY: Educating students