Applying interdisciplinary knowledge to teach part a reading, unit 11 sources of energy english 11 effectively

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT LANG CHÁNH SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI APPLYING INTERDISCIPLINARY KNOWLEDGE TO TEACH PART A.READING, UNIT 11: SOURCES OF ENEGY ENGLISH 11 EFFECTIVELY Người thực hiện: Nguyễn Thị Huyền Chức vụ: Giáo viên SKKN thuộc lĩnh mực (môn): Tiếng Anh THANH HOÁ NĂM 2020 Appendices Content Page I Introduction Reason for choosing the topic 2 Aims of the study 3 Methods of the study II Contents Theoretical background Practical background Solutions 3.1 Warm up 3.2 Before you read 3.3 While you read 12 3.4.Afer you read 20 3.5 Homework 21 3.6.Result III Conclusion 21 General conclusion 21 Recommendation 22 21 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LANG CHANH UPPER- SECONDARY SCHOOL THANH HOA, 2020 EXPERIENCE INITIATIVE APPLYING INTERDISCIPLINARY KNOWLEDGE TO TEACH PART A.READING, UNIT 11: SOURCES OF ENEGY ENGLISH 11 EFFECTIVELY The writer: Nguyen Thi Huyen Position: Teacher of English Experience initiative: English I Introduction Reason for choosing the topic Learning English is becoming more and more important recently Like many countries in the world in Vietnam, English is considered as a core subject Every students at all levels of education from pre-school to higher education have to learn English Especially, for high school students English is one of the core subjects in GCSE examination.Therefore, how to make the method of teaching and learning English is very necessary for every English teachers It is the fact that if we are good at English skill such as Reading, Listening, Speaking and Writing, we can easily approach information and technology Specially, Reading skill is the most important skill in English language from other language skill in acquiring language If students are good in reading, they will be good in other language skills Moreover, they also widen their knowledge in many fields On the other hand, students are bad at reading skill, they will get a lot of dificulties in obtaining and understanding information As a result, they will feel bored with reading lesons After being an English teacher at Lang Chanh high school for nearly ten year, I realised that my students' reading skill is limited Most of them are not interested in learning this skill especially when teacher use traditional method to teach It not only makes lesson uninteresting but also makes students more and more passive We all know that using multi-subject 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 From my experience, I think it's possible to integrate knowledge of subjects such as Chemistry, Physics ,Geography, Literature, History, Knowledge from Culture, Civic education and Life in Part A Reading unit 11 Sources of energy It not only provides students a brief information about sources of energy but also raises their awareness of saving them That is the reason why I choose the topic of my research is: "Applying interdisciplinary knowledge to teach part A Reading, Unit 11: Sources of energy English 11 effectively" Aims of the study - To provide students a brief information about the sources of energy and raise their awareness of the importance of saving our energy - To help teachers teach unit 11 Sources of energy Part A Reading effectively - To help students learn unit 11 Sources of energy Part A Reading better Methods of the study To make my solutions effectively, I have used some following methods Firstly, I usually exchange with my colleagues to get the advice from them Secondly, I always study, create and use new methods in teaching English such as using images, pictures, posters, real objects, etc Thirdly, 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 how the sources of energy work to motivate the spirit of studying between students Next, I often teach English through real situations such as the present situation of some sources of energy to raise students’s awareness of save these sources of energy; 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 Most of students have chance to improve their awareness of saving the sources of energy II Contents Theoretical background: 1.1 Definition of interdisciplinary teaching Interdisciplinary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes, issues, or problems.” often Interdisciplinary instruction associated with or a component of several other instructional approaches For example, in a review of literature on the subject published in 1994, Kathy Lake identified seven elements common to integrated curriculum models: a combination of subjects; an emphasis on projects; the use of a wide variety of source material, not just textbooks; highlighting relationships among concepts; thematic units; flexible schedules; and flexible student grouping 1.2 Benefits of interdisciplinary teaching Engaging students and helping them to develop knowledge, insights, problem solving skills, self-confidence, self-efficacy, and a passion for learning are common goals that educators bring to the classroom, and interdisciplinary instruction and exploration promotes realization of these objectives Repko (2009) asserts that interdisciplinary instruction fosters advances in cognitive ability and other educational researchers (Kavaloski 1979, Newell 1990, Field et al 1994, Vess 2009) have identified a number of distinct educational benefits of interdisciplinary learning including gains in the ability to: - Recognize bias - Think critically - Tolerate ambiguity - Acknowledge and appreciate ethical concerns 1.3 How to Design Interdisciplinary Units in Steps: 1.3.1 Assess Your Students and Setting Analyzing your environment and students’ diverse learning styles will help you customize a unit to meet their needs and interests For example, you could determine the bulk of your class struggles to contextualize many math skills This insight can encourage you to make interdisciplinary lessons about applying math to social and political issues To learn more about your students, look into or reflect upon their: - Engagement levels during different lessons - Abilities to work by themselves and in groups - Progression throughout the year or past years To evaluate the classroom environment, consider if: - Involving other teachers is needed or possible - Dedicating enough time and resources to the unit is feasible - Expanding learning locations by pursuing field trips or outdoor studies is needed A proper assessment will reveal what you can and should 1.3.2 Create an Organizing Centre Running an interdisciplinary unit without an organizing centre is like assigning a project without instructions The organizing centre is the overarching focus All of your activities and lessons must relate to it And all the approaches and subjects students use will connect with it Let’s use the War of 1812 as an example Organizing centres can take the form of: - Topics — Upper Canadian activity throughout the war - Issues — Are lessons from the war relevant today? - Themes — Strife between communities - Works — Primary documents about the Surrender of Detroit - Problems — What can we to prevent future conflicts between North American countries? With an organizing centre decided, you’ll have an easier time focusing throughout the next step 1.3.3 Develop Essential Questions Like a mind map to a writer, students need help applying ideas and subjects to an organizing centre That’s where essential questions come in When facing a new activity, students should be able to reference its underlying essential question and — after giving some thought — understand how it applies to the organizing centre Let’s return to the War of 1812 as an example An essential question may involve determining five long-term causes of conflict Each essential question should be: - Somewhat complicated, encouraging students to divide it into simpler problems - Rooted in concepts that are clearly applicable across subjects - Completable within the allotted time frame - Relevant and interesting to students By framing and contextualizing your organizing centre with essential essentials, students should make natural connections between skills and disciplines 1.3.4 Plan and Run Activities Here’s the fun part It’s time to make and deliver exercises that tie into specific essential questions Each exercise or lesson should introduce or reinforce ideas and skills, borrowing from different subjects to indicate the importance of combining disciplines To address the aforementioned essential question about conflict causes, you could set up learning stations Each one could teach students about issues — political, economic, sociological and more — that amount to tension between groups Like any lesson or unit plan, vary activity types to raise engagement levels and give students chances to reflect on content and their work 1.3.5 Review Student Performance and the Unit Itself As you use the interdisciplinary approach and the unit concludes, assess students and activities This is not only an exercise in giving feedback to your class, but informing future interdisciplinary lessons To review student performance, consider evaluating: - Products - Teamwork - Participation - Critical thinking To review the interdisciplinary unit itself, consider reflecting upon: - Student engagement - Connections with different subjects - Effectiveness of the organizing centre - Relevancy and applicability of essential questions If the reviews are positive, you can start planning your next interdisciplinary unit Practical background Part A in unit 11 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 (5-10 words) * Practice with new words While reading *Students the tasks (in texbooks) *Teacher corrects and gives feedback After reading Homework Solutions As the research pays attention to give some new ways of teaching Part A Reading in unit 11 English 11, 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 3.1 Warm up: Name the sources of energy Teacher: Shows pictures of sources of energy from number to and presents questions 1.What source of energy does each picture refer to? 2.What you need energy for? Teacher: Asks students to work individually to look at the pictures carefully in one minutes and name them and tell the use of energy Students: Work individually in one minutes and give answer +Picture1: Wind energy +Picture2: Solar energy +Picture3: Nuclear power +Picture 4: Water power We need energy for every daily activities We need energy to live and work, to cook meals, to light, heat or cool the house, to run machines Teacher: Checks student’s answers and gives feedback Teacher: asks students “ What are the advantage and disadvantage of the sources of energy?” Students: Think about the questions then answer: Their advantages are clean, unlimited , their disadvantages are dangerous, expensive, etc Teacher: Concludes that they have both advantages and disadvantages Teacher: Sums up and leads to the new lesson “ Today, we will learn about the sources of energy and their advantages and disadvantages.” 3.2 Before you read: Vocabulary Teacher gives vocabulary by asking students to look at the pictures and some example on the projector and guess the words or phrases together with writing on their notebooks 1- Energy Teacher: Presents the pictures in the warm up again and ask: " What are they called?" Students: Look at the pictures say “năng lượng” Teacher: Checks the student’s answer and gives the correct meaning of the word Energy: lượng Fossil fuel Teacher: Presents the first pictures and an example: Eg: Oil, petrol, coal and gas are fossil fuels Students: Look at the picture and example then say “nhiên liệu hóa thạch” Teacher: Checks the student’s answer and gives the correct meaning of the word Fossil fuel: nhiên liệu hóa thạch Exhausted Teacher: Gives an example: "Fossil fuels will be exhausted in short time" and asks sts to guess the meaning of the word " exhausted" Students: Look at the example say “cạn kiệt” Teacher: Checks the student’s answer and gives the correct meaning of the word Exhausted: cạn kiệt Nuclear Teacher: Presents some pictures and explains “It is the use of nuclear reactions that release nuclear energy to generate heat, which most frequently is then used in steam turbines to produce electricity in a nuclear power plant” nuclear bomb nuclear reactors Students: Look at the picture and say “nguyên tử” Teacher: Checks the student’s answer and gives the correct name of the energy in the pictures : Nuclear: nguyên tử Geothermal heat Teacher:Asks students to look at the picture and say “This energy is the heat that comes from the sub-surface of the earth” Students: Look at the picture and say “địa nhiệt” Teacher: Checks the student’s answer and gives the correct name of the energy in the pictures : Geothermal heat: địa nhiệt Windmill Teacher: Asks students to look at the picture and ask “What is it?” Students: Give the answer: "cối xay gió" Teacher: Checks the student’s answer and give the correct answer : Windmill: cối xay gió Dam Teacher:Asks students to look at the picture and ask:"What is it?" Students: Give the answer: "đập" Teacher: Checks the student’s answer and give the correct answer : Dam: đập Teacher: Asks: "What is the name of this dam?" 10 Students: Give the answer: "đập Sơn La" Teacher: (Manipulating Geography Knowledge) Sơn La Dam is a concrete gravity dam on the Black River in Ít Ong, Mường La District, Sơn La Province, Vietnam It is the largest hydroelectric power station in Southeast Asia Plentiful Teacher: Gives an example: "Fossil fuels are limited" Students: Give the answer: "hạn chế, có giới hạn" Teacher: Checks the student’s answer and give the correct answer : limited: hạn chế, có giới hạn Teacher: "plentiful" = "infinite" >< "limited", "What is the meaning of the word "plentiful" ? Students: Give the answer: "nhiều, vô tận" Teacher: Checks the student’s answer and give the correct answer : plentiful = infinite : nhiều, vô tận Teacher: (Manipulating Maths Knowledge) In mathematics, a limit is the value that a function (or sequence) "approaches" as the input (or index) "approaches" some value Limits are essential to calculus (and mathematical analysis in general) and are used to define continuity, derivatives, and integrals Potential Teacher: Gives an example: "Solar energy has a lot of advantages It is one of the most potential sources of energy in the future." and asks sts to guess the meaning of the word "potential" Students: Look at the example say “tiềm năng” Teacher: Checks the student’s answer and gives the correct meaning of the word Potential: tiềm 1.energy ['enədʒi] (n) = power ['pauə] (n): lượng 2.fossil fuel ['fɔsl] [fjuəl] (n): nhiên liệu hóa thạch 3.exhausted [ig'zɔ:stid](adj): cạn kiệt 4.nuclear ['nju:kliə] (adj): hạt nhân 5.geothermal heat [,dʒi:ou'θə:məl hi:t] (n) địa nhiệt 6.wildmill ['windmil] (n); cố xay gió 7.dam [dỉm] (n): đập 8.plentiful ['plentifəl] (adj): nhiều infinite ['infinət] (adj) = unlimited (adj): vô tận >< limited 9.potential [pə'ten∫l] (n / adj): tiềm năng, có tiềm Vocabulary checking Teacher: - Uses the vocabulary checking to review the vocabulary for them 11 - 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 - Checks and shows pictures again 1.3 While you read: Teacher shows the content of reading passage and, then ask students to look at on the projector and listen carefully to the audio At present, most of our energy comes from fossil fuels (oil, coal, and natural gas) However, such reserves are limited Because power demand is increasing very rapidly, fossil fuels will be exhausted within a relatively short time Therefore, people must develop and use alternative sources of energy One alternative source is nuclear energy Nuclear energy can provide enough electricity for the world’s needs for hundreds of years, but it can be very dangerous Another alternative source of energy is geothermal heat, which comes from deep inside the earth Scientists use this heat to make energy However, this energy is available only in a few places in the world The sun, water, and the wind are other alternative sources of energy The wind turns windmills and moves sailboats It is a clean source of energy, and there is lots of it Unfortunately, if the wind does not blow, there is no wind energy When water moves from a high place to a lower place, it makes energy This energy is used to create electricity Water power gives energy without pollution However, people have to build dams to use this energy And as dams cost a lot of money, water energy is expensive The sun releases large amounts of energy every day This energy can be changed into electricity Many countries use solar energy for their daily life Solar panels on the roofs of houses can create enough energy to heat or cool an entire house Solar energy is not only plentiful and infinite but also clean and safe Although there are some disadvantages, the potential of alternative sources of energy is great However, how to make full use of these sources of energy is a question for researchers all over the world Teacher: Presents some charts of the energy consumption in the world and introduces the use of sources of energy (Manipulating Geographical Knowledge) 12 The global electricity generation mix in 2018 compared to what it could be in 2040 under two possible scenarios are shown in these pie charts The International Energy Agency’s (IEA’s) “Stated Policies” scenario factors in current and already announced policies, whereas the “Sustainable Development” scenario is fully aligned with the Paris Agreement, which has an objective of holding the increase in the global average temperature to well below 2C above pre-industrial levels and pursuing efforts to limit the temperature increase to 1.5C Source: IEA, World Energy Outlook, 2019 edition (WEO2019) Overall, the report suggests the share of renewable generation—not capacity—could nearly double, from 26% today to 44% in 2040, surpassing coal as early as 2026 Combined, solar PV and wind generation’s share could surge from 7% to 24% Comparatively (Figure 1), the share of fossil-fired generation could fall in 2040—down from two-thirds, where it has hovered for decades Coal’s generation share, which grew fivefold between 1970 and 2013, could decline from 38% today to 25% by 2040, though natural gas-fired generation, which has tripled over the past 22 years, is set to surge nearly 50% by 2040, owing largely to the cheap shale gas supply Practice Task 1: Fill each blank with a suitable word Teacher: shows task and asks students to work individually in five minutes Students: read the sentences one time to identify the part of speech of the word that will be filled in each blank For example, in sentence the word to fill in should be a verb, in sentence an adjective (Manipulating Literature Knowledge) Teacher: - Calls 1,2, students to give answers - Checks student’s answers and gives the correct answers 13 alternative - limited - energy- released - exhausted 1.Six hundred balloons were at the ceremony 2.They are looking for methods of making it 3.People use to run machines, heat and cool their homes The food in the restaurant is cheap, but the choice is rather Fuel supplies are nearly _ Keys released alternative energy limited exhausted Teacher: Presents paragraph for students by projector At present, most our energy comes from fossil fuels (oil, coal, and natural gas) However, such reserves are limited Because power demand is increasing rapidly, fossil fuels will be exhausted within a relative short time Therefore, people must develop and use alternative sources of energy 14 Fossil fuel leads to serious consequences for the nature Teacher: (Manipulating civic education knowledge) helps students be aware of the problems of shortage of fossil fuels and the importance of alternative sources of energy Task Scan the passage and write down the advantages and disadvantages of each alternative source of energy Teacher: Ask ss to work in groups to scan the passage and write down the advantages and the disadiantages of each alternative source of energy Students: Work in groups to scan the passage and write down the advantages and the disadiantages of each alternative source of energy Teacher: Go around to help them if neccssary then call some of groups to report Students: Give their answers Teacher: Correct and give feedback Keys Sources of Advantages Disadvantages energy Nuclear It’s unlimited It can be very dangerous power Geotherm It’s available It’s only possible in few places al Solar It’s not only plentiful and It’s only possible during the day energy infinite but also clean and time safe Wind It’s clean and unlimited There’s no wind energy when power there is no wind Water It’s clean and unlimited It’s expensive power 15 Teacher: Presents the paragraph 2,3,4 of the reading passages for students by projector Paragraph 2: Nuclear energy and geothermal heat Teacher: raises the questions “ How nuclear energy and geothermal heat work? "coming with a picture Students: (not know) Teacher : checks (Manipulating physics and chemistry Knowledge) Nuclear power is the use of nuclear reactions that release nuclear energy to generate heat, which most frequently is then used in steam turbines to produce electricity in a nuclear power plant Nuclear power can be obtained from nuclear fission, nuclear decay and nuclear fusion reactions Presently, the vast majority of electricity from nuclear power is produced by nuclear fission of uranium and plutonium Nuclear decay processes are used in niche applications such as radioisotope thermoelectric generators Kashiwazaki-Kariwa Nuclear Power Plant, Japan Tokyo Electric Power Co.'s (TEPCO) Kashiwazaki-Kariwa plant in Japan is currently the world's largest nuclear power plant, with a net capacity of 7,965MW Kashiwazaki-Kariwa has seven boiling water reactors (BWR) with a gross installed capacity of 8,212MW 16 Hot water is pumped from deep underground through a well under high pressure When the water reaches the surface, the pressure is dropped, which causes the water to turn into steam The steam spins a turbine, which is connected to a generator that produces electricity Paragraph 3: Wind energy and water power Teacher: raises the questions “ How nuclear energy and geothermal heat work? "coming with a picture Students: Wind blow, then turbin spin and produce electicity Teacher : checks (Manipulating physics knowledge and knowledge from the life) Wind (moving air that contains kinetic energy) blows toward the turbine's rotor blades The rotors spin around, capturing some of the kinetic energy from the wind, and turning the central drive shaft that supports them Although the outer edges of the rotor blades move very fast, the central axle (drive shaft) they're connected to turns quite slowly In most large modern turbines, the rotor blades can swivel on the hub at the front so they meet the wind at the best angle (or "pitch") for harvesting energy This is called the pitch control mechanism On big turbines, small electric motors or hydraulic rams swivel the blades back and forth under precise electronic control On smaller turbines, the pitch control is often completely mechanical However, many turbines have fixed rotors and no pitch control at all Inside the nacelle (the main body of the turbine sitting on top of the tower and behind the blades), the gearbox converts the low-speed rotation of the drive shaft (perhaps, 16 revolutions per minute, rpm) into high-speed (perhaps, 1600 rpm) rotation fast enough to drive the generator efficiently The generator, immediately behind the gearbox, takes kinetic energy from the spinning drive shaft and turns it into electrical energy Running at 17 maximum capacity, a typical 2MW turbine generator will produce million watts of power at about 700 volts Anemometers (automatic speed measuring devices) and wind vanes on the back of the nacelle provide measurements of the wind speed and direction Using these measurements, the entire top part of the turbine (the rotors and nacelle) can be rotated by a yaw motor, mounted between the nacelle and the tower, so it faces directly into the oncoming wind and captures the maximum amount of energy If it's too windy or turbulent, brakes are applied to stop the rotors from turning (for safety reasons) The brakes are also applied during routine maintenance The electric current produced by the generator flows through a cable running down through the inside of the turbine tower A step-up transformer converts the electricity to about 50 times higher voltage so it can be transmitted efficiently to the power grid (or to nearby buildings or communities) If the electricity is flowing to the grid, it's converted to an even higher voltage (130,000 volts or more) by a substation nearby, which services many turbines 10 Homes enjoy clean, green energy: the turbine has produced no greenhouse gas emissions or pollution as it operates 11 Wind carries on blowing past the turbine, but with less speed and energy (for reasons explained below) and more turbulence (since the turbine has disrupted its flow) A conventional dam holds water in a man-made lake, or reservoir, behind it When water is released through the dam, it spins a turbine connected to a generator that produces electricity The water returns to the river on the downstream side of the dam Paragraph 4: Solar energy Teacher: raises the questions “ How does solar energy works? "coming with a picture 18 Students: (not know) Teacher : checks (Manipulating physics and knowledge from the life) Teacher: raises the questions “ What is solar pannel? "coming with a picture Students: Solar panels collect energy in the form of sunlight Teacher: checks (Manipulating physics,chemistry knowledge and knowledge from the life) The development of solar energy goes back more than 100 years In the early days, solar energy was used primarily for the production of steam which could then be used to drive machinery But it wasn't until the discovery of the "photovoltaic effect" by Edmond Becquerel that would allow the conversion of sunlight solar electric energy Becquerel's discovery then led to the invention in 1893 by Charles Fritts of the first genuine solar cell which was formed by 19 coating sheets of selenium with a thin layer of gold And from this humble beginning would arise the device we know today as the solar panel Solar panels collect clean renewable energy in the form of sunlight and convert that light into electricity which can then be used to provide power for electrical loads Solar panels are comprised of several individual solar cells which are themselves composed of layers of silicon, phosphorous (which provides the negative charge), and boron (which provides the positive charge) Solar panels absorb the photons and in doing so initiate an electric current The resulting energy generated from photons striking the surface of the solar panel allows electrons to be knocked out of their atomic orbits and released into the electric field generated by the solar cells which then pull these free electrons into a directional current This entire process is known as the Photovoltaic Effect An average home has more than enough roof area for the necessary number of solar panels to produce enough solar electricrity to supply all of its power needs excess electricity generated goes onto the main power grid, paying off in electricity use at night Task 3: Answer the questions Teacher: Shows questions and underlines Wh-question Teacher: Asks students to work in pairs and find out the answers Students: work in pairs to find out the answers Teacher: Asks some sts to give their answers, then check and feedback How many sources of energy are mentioned in the text? (What are they?) Which source of energy you think has the most potential? Keys Six sources of energy are mentioned in the text They are : Fossil fuels, Nuclear power , Solar energy , Water power , Wind power, and Geothermal heat 2.I think solar energy is the most potential 3.4 After you read: Complete the summary of the reading passage by filling each blank with a suitable word from the box Teacher: presents table and delivers handouts Teacher: Asks students to work in pairs and complete the passage with the given words and on handouts Students: work in pairs to complete the passage Teacher: Calls students to write the result on board Students: students give the answer on board, others look and check Teacher: Gives feedback 20 one environment alternative limited unlimited sources energy fuels We need energy to live and work Our major source of (1) …energy is oil Oil is (2)…one … kind of fossil fuel The amount of fossil (3) …fuels …… in the world is (4) …limited…….… Therefore, we must save it, and at the same time, we must find new sources of energy Geothermal heat and nuclear power are (5) ……alternative .sources of energy They can give us electricity Other alternative (6)……unlimited………are the sun, waves and water These sources are not only (7)…………… and available but also clean and safe for the (8)……environment…………… People should develop and use them more and more in the future 3.5 Homewwork: Teacher : Asks students - to learn by heart the new words - to write a passage (100-120 words) to summarize the passage - to prepare for part B- Speaking Students: Write the requests on notebooks 3.6 Result: Number Before appying/ After applying/ Class Contents Rate (%) Rate (%) of students excited 10 32.2% 25 80.6% 11A1 31 unexcited 21 67.8% 19.4% excited 13 35.1% 30 81% 11A2 37 unexcited 24 64.4% 19% excited 15 38.4% 31 79.4% 11A3 39 unexcited 24 61.6% 20.6% excited 14 37.8% 29 78.3% 11A4 37 unexcited 23 62.2% 21.7% III Conclusion General conclusion The aim of a reading skill lesson is that students can read and understand the pasage Esspecially, they feel interested in the different activities that teacher gives However, there are many differences between English and Vietnamese Therefore students may get a lot of dificulties to learn and remember the information of a passage in English Moreover, most of the students have a limitation of vocabulary, and sometimes are lazy They don't spend much time 21 preparation the lesson before going to class Consequently, it is dificult for them to get good results in learning English process To read and understand such a difficult lesson like part A Reading, unit 11 Sources of energy English 11, students need to have both numerous words and phrases and knowledge of other fields 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 To reinforce the effectiveness of learning reading skill in the English classroom, students may be asked to find out more knowledge related to the topic of the lesson before they learn It is also used for them to understand the leson better After using knowledge of other subjects, students will be more interested in learning reading skill and learn more effectively and get the better results * For my office and colleagues I would like to offer my office to invest more refererence books, 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 Thanh Hóa, ngày 20 tháng năm 2020 Tôi xin cam đoan SKKN viết, XÁC NHẬN khơng chép nội dung người khác CỦA THỦ TRƯỞNG ĐƠN VỊ NGƯỜI VIẾT Nguyễn Đình Bảy Nguyễn Thị Huyền References 22 Websites - https://en.wikipedia.org/wiki/Interdisciplinary_teaching -https://www.google.com.vn/search?q=energy+consumption+in+the+world - https://www.nei.org/fundamentals/what-is-nuclear-energy -https://coccoc.com/search?query=geothermal+heat+ DANH MỤC 23 CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Huyền Chức vụ đơn vị công tác: Giáo viên, Trường THPT Lang Chánh TT Tên đề tài SKKN Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Nâng cao chất lượng dạy học môn Tiếng Anh trường Sở GD&ĐT THPT Lang Chánh thông qua việc sử dụng sơ đồ tư Using mind maps in teaching grammar in English 12 at Sở GD&ĐT Lang Chanh high school 24 Năm học đánh giá xếp loại C 2012-2013 C 2018-2019 ... awareness of saving them That is the reason why I choose the topic of my research is: "Applying interdisciplinary knowledge to teach part A Reading, Unit 11: Sources of energy English 11 effectively" ... Aims of the study - To provide students a brief information about the sources of energy and raise their awareness of the importance of saving our energy - To help teachers teach unit 11 Sources of. .. DEPARTMENT OF EDUCATION AND TRAINING LANG CHANH UPPER- SECONDARY SCHOOL THANH HOA, 2020 EXPERIENCE INITIATIVE APPLYING INTERDISCIPLINARY KNOWLEDGE TO TEACH PART A .READING, UNIT 11: SOURCES OF