Manipulating disciplinary knowledge in teaching part a reading, unit 16 historical places english 10 effectively

INDEX Page I INTRODUCTION Reasons for research Purposes Subjects Methods II CONTENTS Theoretical background Realities before applying the research Solutions : integrated Maths, History, Geography, Civic Education, Information & Technology, Cultural Knowledge in teaching Part A- Reading Unit 16: Historical Places Effectiveness of the research 19 III.CONCLUSION General conclusion Recommendation 20 IV REFERENCES V APPENDIX Cam Thuy High School Pham Thuy Hoa I INTRODUCTION Reasons for research Nowadays, manipulating disciplinary knowledge in teaching is very necessary Especially is English because English is a subject that can intergrate much knowledge of other subjects Therefore, how to make the method of teaching and learning advanced is vital demand to English teachers The fact shows that we can easily approach information and technology and get no difficulty in communication if we are good at Listening, Speaking, Reading and Writing in English fluently Specially, reading is one of the basic skills that is paid attention to in the process of teaching and learning English For high school students, they have chances to get more information through units based on themes Thanks to the passages, they will test events related to daily activities Moreover, they know deeply cultural diversities from lessons to lessons If students are bad at reading skill, they get difficulties in getting and keeping information so long From my experiences in teaching English at Cam Thuy high school, I find that my students’s skill in reading is limitative, so exchanging information from units to students is uneasy This not only makes lessons monotonic and unexcited but also affects students’ studying passively Purposes We have all known recently that manipulating interdisciplinary knowledge in solving a problem of lesson is essential, which makes learners not only study and improve the knowledge from other subjects but also help them understand and solve the matter fast and perfectly Manipulating knowledge of subjects such as Geography, History, Mathematics, Physics , Knowledge from Culture, Civic education and Life in unit 16: Historical Places, English 10 provide them a brief information about the Van Mieu – Quoc Tu Giam Moreover, with the images of some wonders being destroyed students are aware of their duties in protecting heritages and the Imperial Citadel of Thang Long as well Based on the innovation of the Ministry of Education & Training about manipulating interdisciplinary knowledge in teaching, I would like to give some of my new ways of teaching part A Reading unit 16: Historical Places , English 10 effectively Subjects In this research, I just pay attention to the 10th grade students who are going to studying unit 16 The Van Mieu – Quoc Tu Giam is a famous place that is in Hanoi Besides, I give my students chances to discover the interest of the lesson by giving each group of them a handout contained duty As I have mentioned above, the lesson is so attracting that my students are all excited at doing research to get more information Methods To make my solutions effectively, I have used some following methods Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Firstly, I always get advices from colleagues through co-working Secondly, I usually study, create and use new methods in teaching English such as using images, pictures, posters, real objects, etc - Pictures of some historical places: The great Wall of China, The Taj Mahal, , The One Pillar Pagoda, the temple of Literature, Hue Imperial City, Hoan Kiem lake, Ngoc Son temple, Hung temple, the Imperial Citadel of Thang Long, Independence Palace, Citedal of the Ho dynasty, Hoa Lu Ancient Capital, etc; pictures to teach new words and phrases Moreover, I apply science and technology in teaching, use projecters, presents films, video clips to make the lesson actively For example, I show a short film about the process of building Van Mieu – Quoc Tu Giam before the lesson to motivate the spirit of studying between students Next, I often teach English through real situations such as the present situation of some world’s heritages and the Imperial Citadel of Thang Long to raise students’s awareness of protecting these places; manipulating interdisciplinary knowledge which make students interested and motivated in learning Lastly, I classify students into groups when instructing them to search for information, then choose the best to show before the class And students have chance to improve their awareness of protecting heritages through images of current status of some historical places and know their responsibility towards this matter with the presentation of the Imperial Citadel of Thang Long , etc Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa II CONTENT Theoretical Background Normally, the teacher is considered to succeed in teaching reading skill when he/ she helps students practise some new words, all the tasks that follow and understand the lesson in a limited period of time Teaching units related to cultural, historical, mathematical, geographical knowledge, etc is a hard work because it requires the teacher has both technique knowledge and understanding about the places, peoples and events from the lessons However, the teacher must not explain so much that makes the lesson excursive Part A Reading in unit 16: Historical Places is an exciting lesson that have attracted me for a long time As I love travelling to many historical places, specially, Van Mieu – Quoc Tu Giam always make me excited And to make the lessons more interested, I have spent a lot of time to search for knowledge related to the lesson that I am going to teach my students, about Ly dynasty, Tran dynasty, Ho dynasty, Le So dynasty, when and why was Van Mieu – Quoc Tu Giam built, etc The more I get to know about the Van Mieu – Quoc Tu Giam, the more interesting I find it is Realities before applying the research Part A in unit 16 is difficult because it contains so much information, so many new words and theories In the past, I used to teach students for the following steps Before reading * Warm up * New words and Phrases (10-15 words) * Practice with new words While reading * Students the tasks (in texbooks) * Teacher corrects and gives feedback After reading Homework In a limitation of time, I tried my best to guide and help students finish the skill That may be called success Sometimes, I explained some information but not too much, so the lesson seemed to be a bit mystery for students Although many students who have been provided pratical duties, some find no interest in getting more informations, some others search for wrong or no relation to the requirements that make the duty waste of time What is more, there are so much information are given from different sources such as google, newspapers or magazines that both students and teacher find uneasy to choose which is the best to give before the class And the level of the Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa students is unequal that limit them in working together into groups Therefore, I also help my students in need so as to have a successful lesson Solutions As the research pays attention to give some new ways of teaching part A Reading in unit 16 English 10, I would like to present it in the form of a lesson plan which contains both the content and the interdisciplinary knowledge inside Here is the content Warm up: Name the historical places Teacher: Shows pictures of historical places from number to and presents questions 1.What are the names of the places? 2.Where are they located? Teacher: Asks students to work individually to look at the pictures carefully in one minutes and name them The Great Wall of China Hoan Kiem Lake in Hanoi Ngoc Son Temple in Hanoi Hue Imperial City Students: Work individually in one minutes and give answer +Picture1: The Great Wall of China +Picture2: Hoan Kiem Lake +Picture3: Ngoc Son temple +Picture 4: ( not know) Teacher: Checks student’s answers and gives feedback Teacher: Asks students “ Which name these places have in common?” Students: Think about the questions then answer: they are beautiful places/ they are heritages, historical places, etc Teacher: Concludes that they are historical places Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Guessing the topic Teacher: Shows pictures of tortoise, stele, university, talented people, banyan tree and presents questions 1.What are they? 2.Where can you see some of them? Teacher: Asks students to work individually to look at the pictures carefully in one minutes and guess the topic Teacher: Checks student’s answers and gives feedback Teacher: Asks students to answer Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Students: Think about the questions then answer Teacher: Can you name the topic Students: Answer the question Teacher: Feed backs ( Manipulating Mathematical knowledge and knowledge from life) Teacher: Shows the picture and asks students “ Do you know this place? How special is it?” Students: Look at the picture and then one says : “This is Van Mieu – Quoc Tu Giam” Teacher: Checks the and answer Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi Originally built in 1070 in the Ly dynasty Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Teacher: Sums up “ Although there are a lot of historical places in our country , none is more famous and mysterious than those in Hanoi capital Today, we make a short trip to Van Mieu – Quoc Tu Giam which is the first university of Vietnam to discover some precious information about it.” Vocabulary: Teacher gives vocabulary by asking students to look at the extra board on the projector and guess the words or phrases together with writing on their notebooks Teacher: Shows all words or phrases to read and asks students to listen to carefully Teacher: Calls 1, students to read the words again, then checks their pronunciation Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Vocabulary checking Teacher: - Uses the vocabulary checking to review the vocabulary for them - Shows pictures in number from to ,then asks them to look at the number of the pictures and give the picture’s names Students: work individually to give the pictures’names Teacher : - Calls students to go on board and write down the words Brilliant scholar Banyan Stele (n) / Stelae (plural) Tortoise - Checks and shows pictures again Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively Cam Thuy High School Pham Thuy Hoa Teacher: Shows the video about processing of building the Van Mieu – Quoc Tu Giam Video clip After one minute watching film, teacher shows the content of reading passage and, then ask students to look at on the projector and listen carefully to the audio Van Mieu – Quoc Tu Giam is a famous historical and cultural site in Hanoi Originally built in 1070 in the Ly dynasty, Van Mieu was representative of Confucian ways of thought and behaviour Six years later, Quoc Tu Giam, the first university of Vietnam, was established on the grounds of Van Mieu Between 1076 and 1779, Quoc Tu Giam educated thousands of talented men for the country In 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation The names, places of birth and achievements of top students in royal examinations were engraved on stone stelae These stelae, carried on the backs of giant tortoises, are still standing today and they attract great interest from visitors After more than 900 years of existence, Van Mieu is an example of well – preserved traditional Vietnamese architecture The banyan trees in Van Mieu, which witnessed festivals and examinations during feudal times, continue to flourish Van Mieu – Quoc Tu Giam is a site of national pride for Vietnamese people Practice Task 1: Choose A, B or C that best suits the meaning of the italicised word Teacher: shows and asks students to work individually in one minute Students: work individually to choose the best answer Teacher: - Calls 1,2, students to give answers - Checks student’s answers and gives the correct answers Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 10 Cam Thuy High School Pham Thuy Hoa Teacher: Presents brief of the development of education through the following dynasties, the Ly, Tran, Ho, Le So and the meaning and aim of engraving on the stone stelae to prove Students: Paying attention Answer … Teacher: Gives information (Manipulating Historical Knowledge and Knowledge from Life) Brief presentation of the development of education through the following dynasties, the Ly, Tran, Ho and Le So ( Main ideas in page 105 of History 10 grade) * The Ly, Tran, Ho: Due to the need to recruit talented people to serve the country, the education and examination are respected by dynasties - Ly Dynasty: + In 1070, King Ly Thanh Tong built Van Mieu to worship Khong Tu in Thang Long + In 1075, the first national exam was opened + In 1076, Quoc Tu Giam was built in the citadel by Ly Nhan Tong - Tran Dynasty: + Education was more and more expanded + In 1247, Tran Thai Tong established the Tam Khoi system - Ho Dynasty: Enforced regulations to put the examinations into order, Maths was added at this time * Le So Dynasty: Most strongly developed during the dynasty of Le Thanh Tong ( 1460 – 1497) - Expand state public schools to localities - Royal examinations was held every years to choose Doctors of Philosophy - The names, places of birth and achievements of top students in royal examinations were engraved on the stone stelae Meaning: The development of education has created conditions for improving intellectual standards and educating talents and selected many talent people through many examinations to serve the country The meaning and aims of engraving on the stone stelae ( Question 2, page32, Literature 10, Episode 2) - Showing respect for talented people and saving the list of them eternally - Encouraging talents to participate in helping the King, flourishing the country - The wicked take it as a commandment, the good people follow it Task 2: T/ F statements Teacher: Shows statements and asks students to predict whether the statements are true ( T ) or false ( F ) Students: Work in groups Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 11 Cam Thuy High School Pham Thuy Hoa The construction of Van Mieu took place between 1076 and 1779 Quoc Tu Giam is considered to be the first university of Vietnam Thousands of talented men were trained in Quoc Tu Giam from the 11 th to the 19th century Van Mieu has now lost most of its traditional Vietnamese architecture Festivals and examinations used to be held in Van Mieu - Quoc Tu Giam Visitors can still see more trees which have been in Van Mieu for a long time Teacher: Calls groups to predict the statements and writes down their prediction Students: Predict the statements Teacher:Checks students’ answers and gives explanation Students: Correct the answers Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 12 Cam Thuy High School Pham Thuy Hoa Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 13 Cam Thuy High School Pham Thuy Hoa Teacher: Shows questions and underlines Wh-question and delivers handouts Why is Van Mieu – Quoc Tu Giam a place of interest? When and where were they built? What were their functions? What is special about the stelae there? Teacher: Asks students to work in groups in minutes and need a student to be the secretary to write down the scores on board Students: work in groups to find out the answers on handouts Teacher: Shows lucky historical places and explains the rules of game “to partipate in the game, you must work into two groups There are pictures of historical places, one in which has no question but lucky historical place If you answer the question correctly, you certainly have 10 points But if you don’t have any answer, the other will have chance And if you are lucky , you are Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 14 Cam Thuy High School Pham Thuy Hoa given 10 points and continue choosing the next number At the end of the game the group has the higher scores will be the winner The winner will be awarded a present Now, let’s start the game” Students: work into two groups to choose numbers with the questions inside and try to give the answer quickly and correctly Teacher: Checks students’ answers and asks the secretary to write down the score Lucky historical places The One Pillar Pagoda Independence Palace Citedal of the Ho dynasty The TajMahal, Indian Hung Temple Hoa Lu Ancient Capital The first picture The One Pillar Pagoda is gone with the question 3; Citedal of the Ho dynasty contains question 1; The Taj Mahal, India is with question 2; Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 15 Cam Thuy High School Pham Thuy Hoa Hung Temple and Independence Palace have the lucky historical places, Hoa Lu Ancient Capital comes with the last question The answer for question ►Because it is a famous historical and cultural site in Hanoi It was representative of Confucian ways of thought and behaviour ►It is paragraph 1, lines from to The answer for question ►They were built in Hanoi by King Ly Thanh Tong in 1070 and in 1076 ►It is paragraph 1, lines from to The answer for question ►Between 1076 and 1779, Quoc Tu Giam was a place to produce the talented men for the nation And 1482, Van Mieu became a place to memorialize the most brilliant scholars of the nation, who were successful in royal examination students ►It is paragraph 1, lines from to The answer for question ►On the stone stelae, standing on the back of giant tortoises, were engraved the names, places of birth and achievements of top students in royal examinations ►It is paragraph 1, line from 10 to 14 Further Practice Complete the table below with the given Words/ Phrases Teacher: presents table and delivers handouts Teacher: Asks students to work in pairs and complete the table below with the given Words and Phrases on handouts Students: work in pairs to complete the table Teacher: Calls students to write the result on board Students: students give the answer on board, others look and check Teacher: Gives feedback Van Mieu – Quoc Tu Giam Originally buit 1070 Dynasty In the Ly dynasty Between 1076 and 1779 Educated thousands of talented men for the country In 1482 Became a place to memorialize the most brilliant scholars of the nation Engraving The names, places of birth and achievement of top students in royal examination were engraved on stone stelae which carried on the backs of giant tortoises Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 16 Cam Thuy High School Pham Thuy Hoa Existence More than 900 years Teacher : Provides some pictures of the heritages in the world and in Vietnam which are being destroyed day by day Baalshamin Temple The Imperial Citadel of Thang Long Hatra Temple Brazilian National Museum Teacher: Asks students “Discuss about the status of these famous places?” Students: Look at the pictures and discuss in pair about the status reflected in pictures Teacher: Calls or students answer then checks “They have been destroyed seriously for the weather and people” (Manipulating Knowledge of Life) Teacher: Asks students “What should we to protect these place?” Students: think about the question, and some have the answers “ We should tell people to stop things that harm these places and protect them from being damaged by the weather,etc Teacher: Gives feedback (Manipulating Civic Education) We should - Raise people’s awareness of protection need - Governments have to enact law to protect Wonders from being destroyed - International Organisation especially UNESCO should test to certificate special places so that they are preserved completely Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 17 Cam Thuy High School Pham Thuy Hoa Teacher: Shows Some images about the Imperial Citadel of Thang Long in Hanoi, Vietnam Before Now Students : look at the two images Teacher: asks students “Tell some information about the Imperial Citadel of Thang Long?” Students : Answer“It is at the heart of Hanoi, Vietnam It is a world heritage certificated by UNESCO in 2010” Teacher: Checks through presenting images and provides more information (Manipulating Geographical, Historical and Cultural Knowledge) Situated at the heart of Hanoi, the Central Sector of the Imperial Citadel of Thang Long is an outstanding place of interest not only for the capital city but also for the country as a whole The site is one of the ten special national heritage sites proclaimed by the Prime Minister in 2009 and was inscribed on the World Heritage List by UNESCO’s World Heritage Committee in 2010 Its Outstanding Universal Values are reflected in its historical longevity, its continuous role as a seat of power, and its multiple cultural layers The World Heritage Site comprises two sections: the archaeological site at 18 Hoang Dieu Street and the central axis of the Nguyen Dynasty’s Citadel of Hanoi, which together create an integrated heritage complex This was the most important sector of Thang Long Citadel, the capital of Dai Viet under the Ly, Tran, and Le dynasties from the 11th to the 18th centuries It was also the core of the earlier Dai La Citadel, dating from the period when the region was ruled directly by China (7th to 9th centuries) and the headquarters of the North Vietnamese government and army during the Resistance War against the Americans (also known as the Vietnam War) between 1954 and 1975 Standing monuments in the Nguyen Dynasty’s Ancient Citadel include the Flag Tower (Ky Dai), the South Gate (Doan Mon), the Kinh Thien Palace Foundation, the Princess’s Pagoda (Hau Lau), and the North Gate (Bac Mon) Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 18 Cam Thuy High School Hanoi Flag Tower Pham Thuy Hoa The South Gate (Doan Mon) The North Gate (Bac Mon) The Princess’s Pagoda (Hau Lau) The 18 Hoang Dieu Archaeological Site, located about 100 meters to the West of Kinh Thien Palace Foundation, is an important part of the Central Sector of the Imperial Citadel of Thang Long-Hanoi This is a site of immense archaeological value, which accommodates a huge complex of architectural relics and an exceedingly large volume of artifacts overlapping and alternating one another, dating back to the Dai La (7th to 9th centuries), Dinh Dynasty, Anterior Le Dynasty (10th century), Ly Dynasty (1009-1225), Tran Dynasty (1226-1400), Early Le Dynasty (1428-1527), Restored Le Dynasty (1593-1789) and Nguyen Dynasty (1802-1945) The Kinh Thien Palace Foundation Teacher: summarises “ The standing monuments and subterranean vestiges of palaces, together with numerous other unique artifacts unearthed in the Central Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 19 Cam Thuy High School Pham Thuy Hoa Sector of the Imperial Citadel of Thang Long-Hanoi are invaluable assets not only of Vietnam but also the entire human race.” “The Imperial Citadel of Thang Long have been well preservered to be the ideal destination not only for Vietnamese but also foreigners” HOMEWORK Teacher : Asks students - to learn by heart the new words - to write a passage (100-120 words) about their favorite historical place - to prepare for part B- Speaking Students: Write the requests on notebooks Effectiveness of the research To consolidate the lesson I had students done a 15 minutes test with ten multiple choice questions on the worksheets After 15 minutes I collected the papers, gave marks and feedback From the results of applying my new solution in teaching, I realize that most students understand and well Besides, most of them are interested in learning from manipulaing interdisciplinary subjects which provides the students a wide range of information related to the lesson Below is the statistics I have collected from the school year 2018-2019 that my experiences have been done in four classes 10A4, 10A8, 10A9 and 10A10 at Cam Thuy high school Class Number of students 10A4 41 10A8 40 10A9 41 10A10 45 Contents excited unexcited excited unexcited excited unexcited excited unexcited Before appying/ Rate (%) 15 26 17 23 18 23 22 23 36,59% 63,41% 42,5% 57,5% 43,90% 25,55% 48,89% 51,11% After applying/ Rate (%) 35 33 32 37 85,37% 14,63% 82,5% 17,5% 78,05% 21,95% 82,22% 17,78% Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 20 Cam Thuy High School Pham Thuy Hoa III CONCLUSION General conclusion In a lesson of teaching reading skill, the teacher not only help students understand the meaning of the passage but also manipulate plexibly techniques which are agreeable with the instant unit to motivate students’s interest in learning and create activities to make them practise better However, English is by far different from Vietnamese because it is too difficult to learn and remember Reading in Vietnamese is much easier as students not get difficulty in understanding the passage Moreover, many students have a limitation of words, some are lazy in practising at home or preparing the lesson before going to school that prevent them from having good results Reading, writing and thinking such a difficult lesson like unit 16 in Engish 10 requires students both having numerous words and phrases but also understanding historical places And if they pay much attention to explain correlative information, the content of the lesson will not be recoiled What is more, if they just cover on the content, there is little time for explaination Anyway, I have just presented my lesson plan from which I both teach my students knowledge and manipulate disciplinary knowledge Recommendation * For my office and colleagues I would like to offer my office to invest more refererence books and pictures, hold English clubs so that students have chances to practise and exchange knowledge more often I also take this hope that my colleagues will always cooperate and help me in the process of teaching English at school * For Department of Education and Training I am looking for being paid attention to our teaching in a mountainous school as mine that we feel interested in our career Being a young teacher, I know my research could be limited I would like to receive good comments from colleagues and sponsors so that my given solution become more perfect and effective Finally, I would like to show my sincere thanks! Approved by Cam Thuy, May 19th 2019 I speak with full conviction that this is the experience I it myself, not copying from the others Written by Pham Thuy Hoa Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 21 Cam Thuy High School Pham Thuy Hoa Tran Duc Toan ( The headmaster of my school ) IV REFERENCES (1*) http://giaoan.violet.vn/present/show/entry_id/12030276 (Unit 16 Historical Places – English 10 ) (2*) Main ideas in page 105 of History 10 grade (3*) Question 2, page32, Literature 10 , Episode (4*) Bài tập Tiếng Anh 10 – Mai Lan Hương, Nguyễn Thanh Loan – NXB Đà Nẵng Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 22 Cam Thuy High School Pham Thuy Hoa V APPENDIX The 15 minutes written test Full name: Class: School: Marks TESTING Subject : English 10- Topic: “ Historical Places” and People’s responsibilities to heritages and historical places Time: 15 minutes Teacher’s comment QUESTIONS Temple of Literature is a famous historical and cultural _in Hanoi A temple B remain C ground D site All the pillars of the old house were carved with ornamental designs A written B engraved C painted D decorated Van Mieu was a place to _ the most brilliant scholars of the nation A remember B memorialize C certify D impress Hard work is important, but it is no substitute for natural _ A pride B interest C thought D talent Quoc Tu Giam used to be a Confucian school reserved for sons of the _ A royalty B imperialism C feudalism D Confucius Few businesses are flourishing in the present economic climate A growing well B setting up C closing down D taking off Van Mieu is an example of well – preserved _ Vietnamese architecture A tradition B traditional C traditionally D traditionalism Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 23 Cam Thuy High School Pham Thuy Hoa His novels were originally published in serial form in a magazine A actually B unusually C truly D initially Mount Rushmore is one of the United States’ _ monuments A history B historian C historical D historically 10 Reunification Hall _ the collapse of the US – backed government of South Viet Nam A saw B watched C told D witnessed Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 24 ... Citedal of the Ho dynasty contains question 1; The Taj Mahal, India is with question 2; Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively. .. Princess’s Pagoda (Hau Lau), and the North Gate (Bac Mon) Manipulating disciplinary knowledge in teaching part A Reading, unit 16: Historical Places English 10 effectively 18 Cam Thuy High School Hanoi... Ministry of Education & Training about manipulating interdisciplinary knowledge in teaching, I would like to give some of my new ways of teaching part A Reading unit 16: Historical Places , English