Using the integrated curriculum to teach unit 16 the wonders of the world, english 11 with a view

By integrating knowledge of some othersubjects such as maths, geography, history, culture, civic education and life toteach unit 16, I expect that students will not only learn more about

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THANH HOA DEPARTMENT EDUCATION AND TRAINING

TRIEU SON 5 HIGH SCHOOL

EXPERIENCE INITIATIVES

USING THE INTEGRATED CURRICULUM TO TEACH UNIT

16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A

VIEW TO RAISING PEOPLE’S AWARENESS OF

PROTECTING THE WONDERS OF THE WORLD.

Author: Le Thi Phuong Position: Teacher

Experience initiative in the field: English

TABLE OF CONTENTS

2.3 Lesson plan and Result after applying the research 4

2.3.1 Lesson Plan of Unit 16: THE WONDERS OF THE

2.3.2 Lesson plan and Result after applying the research 25

References

I INTRODUCTION 1.1 Rationale

Nowadays, along with the development of society, English has becomethe most popular language all over the world and it is considered as theofficially international language Harmer (2001) says that although English isnot 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 isgradually taught in high schools as a main subject in many countries Inlearning 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 inisolation For instance, I was only taught reading comprehension in readingclass 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 inEnglish or some historical events weren’t taught in English since theysomehow seemed to have a relationship Nowadays, the integrated curriculumhas been widely used at schools When I taught through an integratedcurriculum, my students showed higher signs of retention at an increased ratethan when an integrated curriculum was not implemented The reason for this

is because they were able to more closely relate to content and make realworld connections in integrated curriculum approaches Students not onlyconnect and create more real world connections in integrated classrooms, butthey are also more actively engaged The fact shows that through manyperiods of English subject at school, teachers can introduce knowledge insome 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 integratedcurriculum and apply this method to design a lesson plan of unit 16: Thewonders of the world in English 11 By integrating knowledge of some othersubjects such as maths, geography, history, culture, civic education and life toteach unit 16, I expect that students will not only learn more about the typicalfeatures of some wonders of the world, especially The Giza pyramid but alsoraise their awareness of protecting the wonders of the world

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 andLanguage Integrated Learning)

- Bring an insight into The wonders of the world in general and The greatpyramid of Giza in particular

- Design a lesson plan of unit 16: The wonders of the world in English 11,which uses the integrated curriculum and integrated subjects to introduceknowledge of history, geography,…related to the great pyramid of Giza

- Raise people’s awareness of protecting the wonders of the world ingeneral and the great pyramid of Giza in particular.

1.3 The scope of the study

In this paper, beacause of our limited time and knowledge, I only focus

on a wonder of the world in Egypt, the great pyramid of Giza In gerenal, Ionly 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 andwebsites, which related to the great pyramid of Giza Moreover, informationsources are also accessed from Internet

- Analyzing and synthesizing: Data are analyzed to choose importantinformation about the great pyramid of Giza After that, synthesize them

- Consulting our supervisor and other experienced teachers

1.5 New features of the study

In this study, I suggest a lesson plan of unit 16: The wonders of theworld in English 11 with an aim at showing some information about the greatpyramid of Giza Design a lesson plan of unit 16: The wonders of the world inEnglish 11, which uses the integrated curriculum and integrated subjects tointroduce knowledge of history, geography,…related to the great pyramid ofGiza As a result, I hope that my students will have more knowledge aboutthis wonder of the world and be aware of the need of protecting it

II DEVELOPMENT 2.1 Theoretical background

In this chapter, firstly I mention the concepts of the integratedcurriculum and the CLIL, which are related to teaching a subject byintegrating other subjects in classroom After that, I suggest a lesson plan ofunit 16: The wonders of the world in English 11

2.1.1 Integrated Curriculum

An integrated curriculum is described as one that connects differentareas of study by cutting across subject-matter lines and emphasizing unifyingconcepts Integration focuses on making connections for students, allowingthem to engage in relevant, meaningful activities that can be connected to reallife We can see the definition of the integrated curriculum from this picture

Teachers often integrate history, geography, economics, andgovernment in an intradisciplinary social studies program Integrated scienceintegrates the perspectives of subdisciplines such as biology, chemistry,physics, and earth/space science Through this integration, teachers expectstudents to understand the connections between the different subdisciplinesand 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 Learningand , refers to teaching subjects such as science, history and geography tostudents 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 thetextbook to introduce knowledge of other subjetcs brings about manybenefits for both teachers and students

2.2.The real situation before applying the research.

As a matter of fact, the real situation of teaching and learning English

in Trieu Son 5 high school in particular and in our country in general hasbecome a challenge for people working in education department It is toodificult for students to learn a foreign language in tradditional ways.Intradditional methodology, teachers give information and students listen andnote down As a result, most of the students become more and more passive

and learn nothing except for the knowledge mentioned in the textbook Likeother students, my students had difficulty in learning about Giza Theycomplained that they couldn’t understand well the lesson such as how toconstruct the pyramid, the reason why the pyzamid was built From the abovereasons, I decided to raise the sudents’ awareness by using the knowledge ofother subjects to teach unit 16.

2.3 Lesson plan and result after applying the research

2.3.1 Lesson Plan of Unit 16: The wonders of the world, English 11.

I TOPIC

USING THE INTEGRATED CURRICULUM TO TEACH UNIT 16 : THE WONDERS OF THE WORLD, ENGLISH 11 WITH A VIEW TO RAISING PEOPLE’S AWARENESS OF PROTECTING THE WONDERS OF THE WORLD.

II LEARNING GOALS

By the end of the lesson, Ss wil be able to improve

1 In term of knowlege

- Understanding more information about the great pyramid of Giza

- Its dynasty when it was built

- The place where the wonder of the world situated

- The purpose of its construction

- Its age

- Time to complete

- Architecture of the the great pyramid of Giza

- The ways to construct the pyramid and the theories

- Some typical scenic features of the The great pyramid of Giza

- Knowing the knowledge of other wonders of the world and suggesting ways

to protect them

2 Skills

- Develop such reading micro-skills as scanning for specific ideas, skimmingfor 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 furtherinformation

Students use maps to find out the location of The great pyramid of Giza.

- Historical Knowledge

Students use the knowledge about the dynasties in Egypt to know aboutthe time when the great pyramid of Giza was buit Moreover, Students canuse all knowledge of history and culture to talk about the theories, the purpose

of building the great pyramid of Giza

- Knowledge of Civic Education and Life

Students have chance to improve their awareness of protecting the

wonders of the world through images of current status of some wonders ofthe world and know their responsibility towards this matter

* For learners:

Students not only connect and create more real world connections inintegrated classrooms, but they are also more actively engaged They have achance to show how master they are in other subjects by presenting relatedknowledge of maths, geography, history, culture, civic education and life Asthe 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 : THE WONDERS OF THE WORLD

SECTION A – READING (PERIOD 95) Stage

1 Can you name these two wonders of the world?

2 Where do you think they are located?

3 What do you know about them?

- Show pictures of the wonders of the world from number

1,2,3,4,5,6,7,8

Check student’s answers and give the feedback

-+Picture 1: The Colosseum, Rome, Italy.

- Look at the pictures and discuss

1 Can you name these wonders of the world?

2 Where do you think theyare located?

3 What do you know about them?

- Answer the questions

- Students’answers

+Picture 1:

The Colosseum, Rome, Italy.

The Colosseum is the world’s largest amphitheatre, built over

1,900 years ago to host gladiatorial contests, executions,

animal hunts and other gruesome spectacles

+Picture 2: Machu Picchu, Peru.

Machu Picchu is one of the world’s most famous

archaeological sites: a 15th Inca century citadel built on the

mountain summit above the Sacred Valley

+Picture 3: The Taj Mahal, Agra, India.

The “Crown Jewel of India” was built in the mid 1600s for

the Mughal emperor, Shah Jahan, on the south bank of the

Yamuna river The mausoleum made of ivory white marble

inlaid with semi-precious stones is an architectural marvel

+ Picture 2:

Machu Picchu, Peru

+ Picture 3:

The Taj Mahal, Agra, India

+ Picture 4: The Pyramids of Giza, Cairo, Egypt.

The largest of the Great Pyramids was built by the 4th dynasty

Egyptian Pharaoh, Khufu, around 3000 years ago and consists

of an estimated 2.3 million blocks

+Picture 5: Christ The Redeemer, Brazil.

Atop the of Corcovado (meaning “hunchback” in Portuguese)

is the youngest of the Seven Wonders, the monumental statue

of Christ the Redeemer Constructed between 1922 and 1931,

the statue is 30 metres high and was almost entirely funded by

donations by Brazilian Catholics

+Picture 4:

The Pyramids

of Giza, Cairo, Egypt

+Picture 5:

Christ The Redeemer, Brazil.

+Picture 6: Chichen Itza, Mexico.

The iconic Mayan ruins of Chichen Itza in Mexico’s Yucatan

Peninsula are remarkably well preserved This was once one

of the largest Mayan cities and contains a myriad of

architectural styles, representing its diverse population during

the period

+Picture 7: Petra, Southern Jordan.

It was once the capital of the Nabataean Kingdom, which

flourished in the 4th century BC Much of the architecture is

carved into the awesome mountainous rose-coloured rock

+Picture 6: Chichen Itza, Mexico

+Picture 7:

Petra, Southern Jordan

+ Picture 8: The Great Wall of China, Beijing, China

This imposing structure covers an incredible 6700km and was

built over 2000 years ago to protect the Chinese states and

empires from marauders

from the North Signal

towers dotted along the

wall’s highest points were

used to spot the enemy from

afar

 Conclude that they are

the wonders of the world

- Show the pictures of The

great pyramid of Giza again

- Call one student to ask

“Do you know this place and

what is its name?

- Give the name of this

place and its location by

showing the map

+ This is The great pyramid of Giza in Egypt

- Lead students to the topic of reading passage Today we

learn about The great pyramid of Giza, one of the most

famous wonders of the world in Egypt

+ Picture 8:

The Great Wall of China, Beijing, China

-Look at the picture and guess the name of this place and its location

-Ask students to look at the screen and pay attention to all the

words underlined in red color in the reading passage

The Great Pyramid of Giza was built by the Egyptian pharaoh Khufu around the year 2560 BC The purpose of this huge stone pyramid was to serve as a

tomb when he died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there The Great Pyramid

is believed to have been built over a 20-year period First, the site was prepared and then the huge blocks of stone were transported and put in their places.

When it was built, the Great Pyramid was 147 metres high on a base of 230 square metres It ranked as the tallest structure on earth for more than 43 centuries, only to be surpassed in height in the nineteenth century AD The structure consisted

of approximately 2 million blocks of stone, each weighing about 2.5 tons It has been suggested that there are enough blocks in the three pyramids to build a 3-metre high

0.3-metre-thick wall around France.

Although it is not known how the blocks were put in place, several theories have been proposed One theory involves the construction of a straight or spiral ramp

that was raised as the construction proceeded A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms

Today, the Great Pyramid of Giza is enclosed, together with the other pyramids in the tourist region of the Giza Plateau on the west bank of the River Nile

Also in the area is the museum housing the mysterious Sun Boat, only discovered in

1954 near the south side of the pyramid The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid.

- 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 “ Pharaoh” and ask students to look at

the picture and guess the meaning of the word: “ vua ai cập

picture and guess the meaning of the word.

+ tomb (n) /tuːm/ mồ, mả

- Show the word “burial chamber ” and ask students to look

at the picture and guess the meaning of the word

+ burial chamber (n.p) /ˈberiəl/ /ˈtʃeɪmbə(r)/ buồng/ phòng

chôn cất

- Show the word “treasure” and ask students to look at the

picture and guess the meaning of the word

+ treasure (n) /ˈtreʒə(r)/châu báu, kho báu

- Show the word

“Belongings” and

ask students to

look at the picture

and guess the

- Show the word

“weight arm” and

- Show the word

“plateau” and ask