Applying interdisciplinary integration teaching method to teaching english 12

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT YÊN ĐỊNH SÁNG KIẾN KINH NGHIỆM APPLYING INTERDISCIPLINARY INTEGRATION TEACHING METHOD TO TEACHING ENGLISH 12 Người thực : Nguyễn Văn Long Chức vụ : Tổ Trưởng Chuyên Môn SKKN thuộc mơn : Tiếng Anh THANH HỐ NĂM 2018 CONTENTS CONTENTS A PREFACE I Reasons for choosing the theme Basis of theory Basis of practice II Aims of the research III Objects of the research IV Methods of the research B CONTENTS Background, the driving force of the solution 1.1 The Multidisciplinary Integration 1.2 Interdisciplinary Integration 1.3 Transdisciplinary Integration Summary of the lessons in the English textbook 12 Detailed description of the nature and content of the solution 3.1 Differences 3.2 The novelty of the solution versus the solution that has been implemented C APPLYING THE RESEARCH TO TEACHING Integrated lesson plan with Physical Education Integrated lesson plans with History and Geography D RESULTS OF THE RESEARCH E CONCLUSION PAGE 1 3 3 4 5 5 10 15 16 A - PREFACE I REASONS FOR CHOOSING THE THEME : Basis of theory : It is undeniable that English has become the most popular language in the world and it is also a popular foreign language in Vietnam as well At present, most companies when recruiting all require English proficiency from the applicants Therefore, mastering a fluency in English will be of a great advantage for applying for a job as well as capturing many start - up opportunities from today's global integration To keep pace with this common process requires each student while sitting on high school chairs to attain a certain level of English to communicate at least at a simple level Over the past years, the Ministry of Education and Training has directed the compilation of many textbooks in the communication approach for students at secondary level However, not only new curriculum and textbooks have higher difficulties, many new or interesting topics such as Cultural Diversity, Nature in Danger, Water sports, International Organization, Life in the future…, but they also have a lot of knowledge related to other cultural subjects such as History, Geography, Civic Education, Physics, Physical Education and Literature If the teacher just only provides students with grammar and vocabulary related to the topic of the lessons without paying attention to the interdisciplinary integration between the subjects, the lectures will always become considerably boring and hard to absorb , students may always feel scared, bored and tired after foreign language lessons[4] From the above reasons, as an English teacher with over ten years’ experience, I have continuously been wondering and researching for the techniques to better the quality of teaching English and I am always anxious to find which method can make my students feel inspired and have fun with English lessons so as to improve the quality as well as the effectiveness of my English lectures Through my years’ time of teaching English 12 as well as exchanging, referring to related materials and drawing experiences after each lecture, I have got an experience initiative entitled " Applying Interdisciplinary Integration teaching method to teaching English 12 " This experience is drawn from my research and my real experimental teaching for many years, especially in 2016 – 2017 and 2017 – 2018 school years With this initiative I just would like to help students to apply their knowledge of History, Geography, Literature, Arts and Science to learning English, which makes the lessons more diversified and interesting Beside that, students are also able to use their knowledge of other subjects to broaden their vocabulary and knowledge of English Consequently , they find that learning English is always a process of continuous interaction among subjects Basis of practice : As can be seen, English is a rather difficult subject to students particularly the rural ones In the high school English curriculum, there have existed a large number of inter - unitary lessons with different topics that students have studied in some other subjects such as Geography, History, Physical Education, Biology [5] Nevertheless, most of English teachers are usually only concerned about giving explanations to vocabulary, instructions to grammatical structures for students and asking them to the tasks in the textbook without focussing on the use of integrated methods to teach Hence, this results in low teaching quality and few students with flying colours To make it worse, students increasingly lose their interests in learning English and fail to upgrade their communicative abilities By talking and exchanging with colleagues as well as surveying 160 students in classes 12C1, 12C2, 12C6, 12C7 of Yen Đinh High school, I noticed that the status of teaching and learning foreign languages is as follows : In terms of teachers’ side, most of the teachers of the school are highly qualified, enthusiastic in work, eager to learn However, some of them are timid in innovated teaching methods, not dare to change or redesign textbooks, have not found many different methods to refresh the solution In particular, a small number of teachers also believe that foreign language teaching is only teaching vocabulary, structures and guiding students how to the tasks and exercises so that students will achieve high results in the exams In terms of students, Firstly, the 12 th grade students have accessed to three years of high school program education They are no wonder strange with the forms of examination and evaluation that the teachers set Secondy, they have deep knowledge of natural resources, environment, society, and political economy issues both domestically and internationally through such subjects as Geography, History…[6,7,8,9,10] Thirdly, in subjects such as Literature, History, Geography they have learned about many subjects integrated in the lessons As a result, when it is necessary to combine knowledge of a particular subject into Foreign Language to solve a problem in the unit, they will not feel surprised According to the survey at the beginning of the year, 65% of students said that English is a difficult subject, to study this subject well requires students to learn not only vocabulary and structures but they have also to master other subjects to integrate the knowledge into English From the basis of theory and practice , I find that applying Interdisciplinary Integration to teaching will help students to develop their brainstorming, logical thinking and creativity in learning and practical application So for myself, in the past few years especially this school year 2017 – 2018, I have boldly applied a number of interdisciplinary integrated teaching solutions to create interests as well as help students know how to use the knowledge of other subjects such as History, Geography, Physical Education… to learn English more effectively II AIMS OF THE RESEARCH : Studying the theoretical issues of integrated teaching and teaching practice at secondary schools which will serve as a scientific basis for the application of integrative teaching in foreign language to students in Yen Đinh High school This teaching method has not only enabled me to lull most of students to take part in English lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for English and other subjects[2] This experience initiative has been applied in quite a long time of my teaching English 12 and I have got considerably hopeful result Therefore, I decisively exchange my experience initiative with my collagues III OBJECTS OF THE RESEARCH : This subject is concerned with ways of Integration to teaching lessons of English 12 applying Interdisciplinary IV METHODS OF THE RESEARCH : - Using the text - book English 12 to apply to each lesson - Reading reference books to improve - Referring related knowledge from other subjects such as : History, Geography, Civil Education, Physics, Physical Education and Literature - Using the soft ware POWERPOINT, pictures and other materials - Discussing with other teachers - Applying in teaching - Observing and drawing out experiences B - CONTENTS Background, the driving force of the solution : Integrative teaching is one of the important principles in teaching This is considered a modern teaching concept to promote the positiveness of students, while improving the quality of education in the school[1] Interdisciplinary integrated learning is a form of exploration of content, intersperse between subjects, common concepts and thoughts between subjects which are related to each other[3] These parts maybe in different subjects but they support each other to solve situations, phenomena in life Integration is possibly understood in the following ways : - Multidisciplinary Integration - Interdisciplinary Integration - Transdisciplinary Integration.[11] 1.1 The Multidisciplinary Integration : Multi - disciplinary approaches focus primarily on subjects Related subjects share a content orientation and teaching technique, but each has its own curriculum Multidisciplinary integration is conducted in a way that organizes standards from the subject area centering a topic, a theme, a project, creating conditions for learners to synthesize the knowledge of the subjects concerned There are many different ways to create an integral program of multidisciplinary, and they differ in the degree of integration effort 1.2 Interdisciplinary Integration : According to the interdisciplinary integration approach, teachers organizes the learning activities around common learning content : topics, subjects, concepts and interdisciplinary skills / subjects They connect the cabinet in general academic content included in the courses to emphasize the concepts and interdisciplinary skills Subjects can be identified, but they give less importance than the multi-disciplinary approach Interdisciplinary integration is also understood as an option in which many subjects related learning is bundled into a new course with a system certain topics go through various grades For example, Geography, History, Biology, Society, Civic Education, Chemistry, Physics, are integrated into " Social and Environmental Studies " in the elementary education program in England, Australia, Singapore and Thailand 1.3 Transdisciplinary Integration : With an integrated, cross-curricular approach, teachers organize curriculum that addresses students issues and concerns Students develop living skills as they apply subjects and interdisciplinary skills to the real contexts of life The two paths lead to the integration of cross - disciplines : project - based learning and negotiating the curriculum From the above, we see integrated thinking rooted in the basis of science and life First of all, life is a great encyclopedia, a great collection of knowledge, experience and method Every situation in life is always an integrated situation It is not possible to solve a problem and task of theory and practice without using the combined and coordinated multi - disciplinary skills of many different fields Integrating in the school will help students learn smartly and creatively apply knowledge, skills and methods of a comprehensive, harmonious and sensible amount of knowledge in solving various and new situations in modern life Summary of the lessons in the English textbook 12 : English textbook 12 has 16 units ( currently reduced to units - Unit and Unit ) Corresponding to 16 lessons is 16 topics Different topics are quite familiar and close to other subjects ( eg : Unit - Home life, Unit - Culture diversity, Unit - School Education System, Unit - Higher Eduction, Unit 11 Books… contain knowledge content close to Literature and Civic Education, the theme of Unit 10 - Endangered species is related to Biology, the topics of Unit 12 - Water sports and Unit 13 - The 22 nd SEA Games have the same background with Physical Education, and the topic of Unit 14 - International Organizations shares the background knowledge with History and Geography[5] Detailed description of the nature and content of the solution : 3.1 Differences : Teaching foreign languages through the integration of background knowledge of other subjects such as History, Geography and Physical Education… From the actual teaching, I have drawn some experience in applying interdisciplinary integration in teaching subjects in high school as follows - The integrated teaching lesson plan is not an outline of the ways to teach for teachers to lecture the classes, transmission imposed for students but a design of activities, steps to organize for students to perform during class time to acquire knowledge, develop capacity and personality for the purpose of educational purposes of the subjects - A good design should consist of two components First, the system of the teaching situation is set out from the objective content of the unit, appropriate with the nature and level of acceptance of the students Second, the system of activities animated, manipulated correspond to the above situations by the teachers’ logical arrangement so as to guide students step by step access and master the lessons in a positive and creative way - The integrated instructional design lesson must be embedded in the content of knowledge of related subjects - It is essential that teachers should ensure the specific content and structure but not squeeze into a rigid patterns that creates open horizons for creative exploration in the student's alternatives on the basis of ensuring the purposes and general requirements of the school - Integrated teaching should focus on designing scenarios integration and corresponding activities are complex ones for students to use coordinate the knowledge and skills of the different disciplines into the process available situations in which students not only gain knowledge and skills of each subject separately but also master the knowledge and develop the integrated capacity of the related subjects 3.2 The novelty of the solution versus the solution that has been implemented : Bringing concrete integrated activities to each of the following types The following integrated curriculum lessons are taught in 12th grade in Yen Đinh high school in the school years 2016 – 2017 and 2017 – 2018 C - APPLYING THE RESEARCH TO TEACHING Integrated lesson plan with Physical Education : UNIT 12 WATER SPORT Lesson 1: Reading I Aims : Reading a passage about water polo II Objectives : By the end of the lesson, students will be able to : Knowledge : - Be updated a new sport – water polo Skills : - Develop such reading micro- skills as scanning the text & find out the specific information to complete the table about water polo with the help from teacher - Understand the text and answer all the questions in task correctly ( can repeat sentences in the reading text ) - Complete the table to compare between football and water polo ( places to play, numbers of players, ) Education : - Apply the knowledge of Physical Education to learn English, especially to comprehend the text through some types of exercises: interpreting video clip to answer questions and gap-filling - Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively III Teaching aids : - Lesson plan - Pictures, video clips about water polo - Projector IV Procedure : Teacher’s activities Students’ activities and Lesson contents - Integration of other → Applying Physical Education knowledge subjects to teaching to guess the name of the lesson and the English content of the reading passage I Warm up : I Warm up : * Questions : Look at these pictures and tell me what type of sport it is - T shows Ss pictures of some sports and ask Ss to tell the type of sport - Lead in the topic of the lesson : WATER SPORT - Lead in the new lesson : Today we are going to learn about Water sports Look at these pictures and match with the suitable sport ( Water polo or Football) - T shows some pictures and ask Ss to apply the knowlege of Physical Education to match with the name of sport ( Water polo or Football) Integrating the knowledge of Physical Education * Expected answers : - Football : 1, 4, - Water polo : 2, 3, II Before you read : → Applying Physical Education Ask Ss to watch a video knowledge to watch video clip and clip and answer some analyze the scences to give the Vietnamese questions ( T teaches some names for the words vocabularies) II Before you read : Watch video clip and answer some questions + Where is water polo * Vocabularies : played ? - pool (n) : bể + Do people play it by hand - cap (n) : mũ or foot ? - goal (n) : khung thành, gôn + How people - vertical post (n) : cột dọc distinguish the players ? - crossbar (n) : xà ngang + Can you use some words - goalie (n) : thủ môn to - opponent (n) : đối phương describe about water polo ? - foul (n) : phạm luật - Call on a student to speak - minor (a) : nhỏ # major (a): lớn, quan out the answers trọng - penalize (v) ~ punish : phạt III While you read : - eject (v) : đuổi ( In this part, teacher asks - tie (n) ~ the same score : trận hoà students to read the passage - referee (n) : trọng tài in the textbook and the tasks – using the typical III While you read : method of foreign language teaching to teach ) * Task : Ask Ss to work in pairs, match the words in column A with their meanings in column B - Work in pairs, match the words in column A with their meanings in column B - Check the answers with the whole class A opponent B a to make someone leave a penalize - Feedback and give correct answers eject foul * Task : Complete the sentences, using the information from the passage - Ask Ss to open their books, scan the passage and the task - Call Ss answer before the class - Check up and give feedback * Task : Ask and answer the questions - Ask Ss to read the passage, find information to answer the questions - Go around and help Ss if necessary - Call Ss answer the questions - Give feedback IV After you read : * Integration : To this task, Ss have to apply the knowledge of Physical Education and their understanding about football - Ask Ss to work in groups Complete the table to compare football and tie game b an action in sports that is agaist the rules c to punish a team or player who breaks the rules d a situation in a game when two teams have the same scores e someone who tries to defeat another person in a competition + Suggested answers : 1- e 2- c 3- a 4- b 5- d - Read the passage and find information to the task - Change the answers witheach other + Expected answers : 1.8; 30 metres; 20 metres white caps; blue caps; red caps with the number in white their own goal lines holding or punching the ball five to eight minutes - Read the passage and the task + Expected answer : People can play it in a pool It is in the centre of the pool The ball can be advanced by passing with one hand or swimming with the head above the water and the ball between the arms so it rides on the wave created by the swimmers’s head Only the goalie can hold/ is allowed to hold the ball with both hands The player is ejected after commiting five personal fouls IV After you read : - Work in groups Complete the table of comparision water polo using the following suggestion + places to play + number of players + main rules + length of game - Encourage Ss to find as much information as possible - Call on some students to present in front of the class V Homework : - Ask Ss to learn new words and write a paragraph to compare football and water polo - Work in groups Place to play Number of players Length of game Football Water polo on the ground in a pool 11 players players There are parts Each part lasts 45 minutes There are parts Each part lasts from to minutes - Be played by hands - The player is ejected after commiting five personal fouls - Be played by foots Main rules - The players who break the rules will be ejected V Homework : - Learn new words - Write a paragraph to compare football and water polo Integrated lesson plans with History and Geography : UNIT 15 - WOMEN IN SOCIETY Lesson 4: Writing I Aims : Writing a passage to describe a chart II Objectives : By the end of the lesson, students will be able to : Knowledge : - Write a passage to describe a chart Skills : - Develop writing skill through writing a report describing the information shown in the column chart Education : - Apply the knowledge of Geography to learn English, especially to analyze the chart to answer questions and the write the report - Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively III Teaching aids : - Lesson plan - Pictures - Projector 10 IV Procedure : Teacher’s activities - Integration of other subjects to teaching English I Warm up : - T shows Ss pictures of some charts and ask Ss to tell the name Students’ activities and Lesson contents → Applying Geograpphy knowledge to guess the name task of writing I Warm up : * Questions : Look at these pictures and tell me what they are - Lead in the topic of the lesson : Describing a chart - Lead in the new lesson : Today we are going to learn how to describe a chart * Expected answers : They are charts II Before you write : II Before you write : - Ask Ss to hand in their - Hand in the homework homework ( Work in groups to * Outline : collect a chart description  Topic sentence : tells what the chart is learned in Geography ) about, what is the time, the location and what is being described - Structure : The chart shows/ describes/ presents/ illustrates - Ask Ss to look at the handout  Supporting sentences : and give the outline based on  A sentence that sums up the general trend the geography knowledge Structure: As can be seen from the chart,  Sentences that describe the chart in detail - Structures to describe proportion : - Chiếm tỷ trọng cao nhất/ thấp : make up the largest/ smallest percentage/ proportion/ amount contribute the largest/ - Ask Ss to point out some smallest percentage / proportion / amount words used in describing chart - tăng/ giảm nhẹ/ manh : + There was a slight / sharp decrease/ increase in + fell/ decreased/ increased slightly/ sharply  Concluding sentence : (optional) summarises the main points or draws a relevant conclusion III While and after you III While and after you write : write : ( Teacher use the 11 typical method of foreign language teaching to teach ) Task : - Have sts read task1 - Introduce sts how to exercise and explain some new words - Ask sts to work in pairs to look at the chart and answer the questions - Go around and help when necessary + Provide new words or the way to describe - Call sts to present their answers orally - Correct Task : - Ask sts to read task - Explain and guide Ss to the exercise - Provide some connectors - Ask Ss to work in group of to write a report describing the information shown in the column chart in Task on the extra board - Go around to check and help sts when necessary Task : - Listen carefully - Pairwork - Answers : In general, married women more housework than men They have to more housework when they have more children Married men have to less housework when they have more children Married men and women without children spend 20 and 30 hours on their housework per week respectively It takes men and women with one or two children 15 and 50 hours respectively to their housework every week They are 10 and 55 Married men should spend more time sharing the housework with their wives Task : - Whole class - Listen carefully - Work in groups to write a report describing the information shown in the column chart in Task The column chart illustrates the average hours of housework per week done by married women in comparison with married men… UNIT 16 - THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 1: Reading I Aims : Reading a passage to get to know about the Association of Southeast Asian Nations ( ASEAN ) II Objectives : By the end of the lesson, students will be able to : Knowledge : - Be updated their knowledge about ASEAN in English 12 Skills : - Understand and interpret the information in the text by analyzing the map and answering questions - Enhance reading skills through True-False, Table Completion and Gapfilling exercises - Guess the meanings of the words from the contexts - Skim for main ideas - Scan for specific information Education : - Apply the knowledge of Geography to learn English, especially to analyze the map to answer questions - Be aware of the importance of the applying integrated knowledge of different subjects in learning English effectively III Teaching aids : - Lesson plan - Pictures, map and handout - Projector IV Procedure : Teacher’s activities Students’ activities and Lesson contents - Integration of other subjects in teaching English I Warm up : → Applying Geography knowledge to look at the map to find out places I Warm up : - Look at this logo and answer the questions : Which organization is this ? What does ASEAN stand for ? Do you know anything about ASEAN and Southeast Asian Nations ? - T shows Ss the logo of ASEAN ask Ss to give the name of this organization - Lead in the new lesson : Today we are going to learn * Expected answers : It is ASEAN It stands for The Association of Southeast Asian Nations Yes, we 13 about ASEAN ( The Association of Southeast Asian Nations ) Integrating the knowledge of Geography and History II Before you read : * Activity : → Applying Geography and History knowledge to find out the Asian countries, the years they took part in ASEAN and the major economic branches in ASEAN II Before you read : * Activity : - Show a map and ask Ss to find out the ASEAN countries - Encourage Ss to point at the map and call the names of ASEAN countries - Ask Ss to tell the participation years of ASEAN countries * Activity : - Ask Ss to name major economic branches in ASEAN contries ( based on the knowledge of Geopraphy ) * Expected answers : Laos (1997) Myanmar (1997) Thailand (1967) Vietnam (1995) Cambodia (1999) Philipines (1967) Brunei (1984) Malaysia (1967) Singapore (1967) 10 Indonesia (1967) * Activity : Name major economic branches in ASEAN contries ( based on the knowledge of Geopraphy and given pictures ) - T can give some suggested pictures ( Ss can speak English or Vietnamese ) 14 - T teaches some new words - Check the answer with the whole class - Feedback and give correct answers * Activity : - T divides Ss into small groups of - T distributes the handout and gets Ss to complete the table - Then T calls different groups to present their answers * Lead in the reading passage : to check your information if it is True or False, let’s read the passage about ASEAN in page 173 III While you read : ( Teacher use the typical method of foreign language teaching to teach ) * Task : - Ask Ss to read the text and then compare the information in the text with their handouts * Task : Decide whether the following statements are true (T) or false (F) - Ask Ss to say T or F and explain for their choices * New words : - finance (n) : tài - trade (n) : thương mại - agriculture (n) : nông nghiệp - forestry (n) : lâm nghiệp - tourism (n) : du lịch - transportation and communication (n): giao thông vận tải - energy (n) : lượng * Activity : - Handout : Use your Geography and History knowledge to complete this table about ASEAN (Ss may write in English or Vietnamese ) Time Events th August 1967 1984 1995 1997 1998 1999 2020 III While you read : * Task : - Read the text and compare with your table (handout) to check your answer * Task : - Work in groups to decide if the statements are true (T) or false (F) * Keys : 15 - Give feedback * Task : Comprehension questions T F F T F F * Task : - Work in groups, read the passage carefully to answer the questions * Suggested answers : The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand - Ask Ss to work in groups to The two main goals of the Association are to answer the questions accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region It was about US$ 1405 billion It was adopted in 1998 It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism IV After you read : IV After you read : *Integration : To this - Look at these flags and name countries and task, Ss have to apply the their capital knowledge of Geography - Ask Ss to look at some flags and name the countries and their capital - Call some students to write the answer on the board and check the whole class D - RESULTS OF THE RESEARCH To check students’ learning outcomes by topics, after each lecture I usually give students a short " Test " on the content of the lessons they have just learned in class To test results, evaluate the most accurately, I carried out testing students in four classes ( two classes are subjectively taught , the rests are not )  Specific results : Classes follow project Classes not follow project (12C6, 12C7) (12C1, 12C2) Talent Good Medium Weak Talent Good Medium Weak Unit 12 Reading 39% 38% 23% 0% 15% 33% 24% 28% Unit 15 16 Writing 38% 40% 22% 0% 13% 37% 29% 21% Unit 16 Reading 43% 37% 20% 0% 12% 35% 32% 21% From the above results, it can be seen that the application of teaching methods of integration to foreign language teaching has yielded higher results than traditional teaching methods That motivated me to constantly strive bad luck to always achieve higher results in teaching Together with the application of this method to teaching English for 12 th grade students, I was strongly eager to participate in the contest " Using inter - disciplinary knowledge to solve the practical situations ” and “ High School Integrated Teaching Contest ” organized by Thanh Hoa Department of Education as well as by the Ministry of Education In school year 2015 – 2016, I was awarded National and provincial consolation prizes In school year 2016 – 2017, I was given the rd provincial awards and had a chance to be submitted to the national exam In addition, over the year -end survey over 62 students surveyed at the begginning of the school year gave me a surprising result At first 65% of students said that learning English does not need to integrate with other subjects, by the end of the year 100% of children all assert that integrating other subjects into the English language helps them remember the words easily and get closer to the lesson's information Moreover, they have found that teacher transformed and designed the activities in the textbook make them more motivated and interested in learning, they often look forward to what they are going to experience through what activities It can be concluded from the results that the application of the teaching methodology above is appropriate, I realize that students are more eager and excited during English lessons The results show that this initiative is highly feasible and can be applied not only to students in the same class at Yen Đinh High school but also widely applied to high school students in the province E - CONCLUSION From the results of my study, I found that when teaching by interdisciplinary integration : Teachers will have to add a lot of knowledge to complement the lively, easy - to - remember lessons, enhance their thinking skills and apply knowledge to solve real problems Interdisciplinary teaching is the identification of content related to two or more subjects to teach, avoiding the repeated re - learning of the same content in different subjects That requires the teachers to constantly improve professional knowledge and fast update This program encourages teachers to create, deliver subject - based teaching, topics that cover a wide variety of subjects and are closely linked to practice In addition, it has contributed to the reform of teaching organization, innovation in teaching methods, renovation of teaching techniques, evaluation of learning outcomes, 17 enhancement of the use of teaching equipment and exchanges and exchanging experiences among teachers For students, the subject of interdisciplinary integration is practical, so lively, attractive to students, has the advantage of creating motivation, interests in learning for students Learning the subject of interdisciplinary integration, students are strengthened to use their knowledge integrated in solving practical situations, less memorized knowledge mechanically It is more important that interdisciplinary topics help students avoid repeating the same content multiple times in different subjects, both overloaded, boring, and without knowledge General as well as the ability of the application of knowledge integrated into practice Thus, through integrated teaching, I find that not only are students more interested in learning, but they are also more effectively, helping them become more confident in learning English, but they also gain more knowledge about other subjects Although hard, but I'm glad that the quality of teaching is improved, students have the basis to do, say, think easier In the renovation period of teaching methods, there have existed a wide range of techniques used to improve the quality of teaching and studying From my years’ time of experience, accessing to a various number of positive and advanced teaching methods and techniques, I myself have drawn a productive technique of applying Interdisciplinary Integration to teaching English 12 In this method, I realized most students worked harder, expressed more ideas, became more active and interested in the lessons and especially had more satisfactory results despite the fact that they are the students of Yen Đinh - a mountainous high school Above is my experience initiative, although I have tried, I can not avoid the shortcomings and I am looking forward to be supported the contributions and suggestions from my colleagues to improve my project LEADER’S CONFIRMATIONS ( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ ) Thanh Hoa, April, 16 th 2018 I strongly ensure this is my own work without copying from any other’s Writer Nguyễn Văn Long 18 REFERENCE BOOKS Teaching and Learning in the Language Classroom ( written by Tricia Hedge - 2008 - Cambridge University Press ) A course in language teaching - Practical and Theory ( written by Penny Ur - Cambrige University Press English Language Teaching Methodology ( edited by Hanoi university ) Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung ) English textbook 12 Sách giáo khoa Lịch sử 11, 12 Sách giáo khoa Địa lí 10, 11, 12 Sách giáo khoa Giáo dục công dân 10, 11, 12 Sách giáo khoa Thể dục 10, 11, 12 10 Sách giáo khoa Sinh học 10, 11, 12 11 http://www.englishdaily626.com/comprehension.php ? 19 ... of Integration to teaching lessons of English 12 applying Interdisciplinary IV METHODS OF THE RESEARCH : - Using the text - book English 12 to apply to each lesson - Reading reference books to. .. traditional teaching methods That motivated me to constantly strive bad luck to always achieve higher results in teaching Together with the application of this method to teaching English for 12 th grade... positive and advanced teaching methods and techniques, I myself have drawn a productive technique of applying Interdisciplinary Integration to teaching English 12 In this method, I realized most